University of Nebraska Medical Center College of Pharmacy, Omaha, Nebraska.
Am J Pharm Educ. 2018 Nov;82(9):7046. doi: 10.5688/ajpe7046.
Pharmacy educators, whether in didactic classes, laboratory settings, or experiential opportunities, search for ways to incorporate "real life" patient questions and concerns into the educational process. This practice not only enhances the educational opportunities for students, it also prepares them for questions and concerns that they will inevitably face as practicing professionals. This commentary describes listener calls from 500, live, call-in radio shows. There is no accurate way to directly assess information that patients do not know or understand. The author suggests using commonly asked pharmacy-based questions, directly from the public, as a proxy to identify the information most desired by patients. The author assumes that radio callers are not calling to ask questions when they already know the answers. Thus, having identified the information most desired by radio-show callers, pharmacist educators, no matter the setting, can be provided with a ready-made resource that lists the most common concerns from over 6,000 radio callers. The author recommends educators use this resource and apply real patient questions and concerns during the educational process, furthermore, opportunities to use this resource are provided.
药学教育者，无论是在理论课、实验室环境还是实践机会中，都在寻找将“现实生活”中的患者问题和关注点融入教育过程的方法。这种做法不仅为学生提供了更多的教育机会，也为他们作为执业专业人员必然面临的问题和担忧做好了准备。本评论描述了来自 500 个现场直播热线节目的听众来电。没有准确的方法可以直接评估患者不知道或不理解的信息。作者建议使用公众直接提出的常见基于药学的问题作为代表，以确定患者最希望了解的信息。作者假设，当来电者已经知道答案时，他们不会打电话来询问问题。因此，确定了热线节目来电者最希望了解的信息后，无论教育者身处何种环境，都可以提供一个现成的资源，列出了 6000 多名热线来电者最常见的关注点。作者建议教育者在教育过程中使用此资源并提出真实的患者问题和关注点，此外，还提供了使用此资源的机会。
