South College School of Pharmacy, 400 Goody's Lane Suite 101, Knoxville, TN 37922, United States.
Curr Pharm Teach Learn. 2020 Feb;12(2):142-146. doi: 10.1016/j.cptl.2019.11.007. Epub 2019 Nov 18.
The purpose of the study is to assess the impact of a communication skills course on communication apprehension (CA) in two cohorts of first-year (P1), first quarter pharmacy students over a consecutive two-year span.
The personal report of CA (PCRA-24) was administered at the beginning and completion (pre-post) of a skills-centered communication course to two cohorts of P1, first quarter pharmacy students over a consecutive two-year period. The delivery of the communications course was redesigned during this timeframe based on post-course analysis data and student feedback to incorporate opportunities for students to engage in active learning activities throughout the course.
Results of the study revealed a statistically significant reduction of total CA in both cohorts. Cohort 1 had significant reduction of CA in all four measured domains: group discussion meetings, interpersonal communication, and public speaking. Cohort 2 had significant reduction in two of the domains (group and meeting).
Overall, this study indicated that the format of this P1, first quarter communications course had a positive effect on student CA. In addition to the data collected for this research project, post-course evaluations and student comments indicated an overall positive reaction to the design and delivery of the course material, active learning assignments, and assessments.
本研究旨在评估沟通技巧课程对两个连续两年的一年级（P1）、第一季度药学专业学生的沟通焦虑（CA）的影响。
在连续两年的时间里，对两个 P1 年级、第一季度药学专业学生的个人 CA 报告（PCRA-24）在技能为中心的沟通课程的开始和完成（前后）进行了管理。根据课后分析数据和学生反馈，对沟通课程的交付进行了重新设计，在课程中为学生提供了参与主动学习活动的机会。
研究结果表明，两个队列的总 CA 都有统计学意义的降低。队列 1 在四个测量领域（小组讨论会议、人际沟通和公开演讲）中的 CA 都有显著降低。队列 2 在两个领域（小组和会议）中的 CA 有显著降低。
总体而言，这项研究表明，这种 P1 一年级沟通课程的形式对学生的 CA 有积极影响。除了为这个研究项目收集的数据外，课后评估和学生的评论表明，对课程材料、主动学习作业和评估的设计和交付总体上反应积极。
