Hess Rick, Hagemeier Nicholas E, Blackwelder Reid, Rose Daniel, Ansari Nasar, Branham Tandy
East Tennessee State University Bill Gatton College of Pharmacy, Johnson City, Tennessee.
East Tennessee State University Quillen College of Medicine, Johnson City, Tennessee.
Am J Pharm Educ. 2016 May 25;80(4):64. doi: 10.5688/ajpe80464.
Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students' patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts. Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statistical tests were used to examine pre/postcourse domain scores within and across professions. Results. Performance in all communication skill domains increased significantly for all students. No additional significant pre/postcourse differences were noted across disciplines. Conclusion. Students' patient-centered interpersonal communication skills improved across multiple domains using a blended learning educational platform. Interview abilities were embodied similarly between medical and pharmacy students postcourse, suggesting both groups respond well to this form of instruction.
目的。评估一门跨专业混合式学习课程对医学和药学专业学生以患者为中心的人际沟通技能的影响，并比较一年级医学专业和二年级药学专业学生群体在课程前后的沟通技能。方法。学生在一个学期内完成了十个1小时的在线模块，并参加了五次3小时的小组会议。在课程前后进行客观结构化临床考试（OSCEs），并使用经过验证的共同基础工具进行评估。使用非参数统计测试来检查各专业内部和之间课程前后的领域得分。结果。所有学生在所有沟通技能领域的表现都有显著提高。各学科之间在课程前后没有发现其他显著差异。结论。使用混合式学习教育平台，学生在多个领域以患者为中心的人际沟通技能得到了提高。课程结束后，医学和药学专业学生的面试能力表现相似，表明两组学生对这种教学形式的反应都很好。
