Wolters Majanne, van Paassen Jacqueline G, Minjon Lenneke, Hempenius Mirjam, Blokzijl Marie-Rose, Blom Lyda
Division Pharmacoepidemiology & Clinical Pharmacology, Faculty of Science, Utrecht University, P.O. Box 80 082, 3508 TB Utrecht, The Netherlands.
Pharmacy (Basel). 2021 Jan 15;9(1):22. doi: 10.3390/pharmacy9010022.
For delivering high quality pharmaceutical care pharmacy students need to develop the competences for patient centered communication. The aim of the article is to describe how a curriculum on patient centered communication can be designed for a pharmacy program. General educational principles for curriculum design are based on the theories of constructive alignment, self-directed learning and the self-determination theory. Other principles are paying systematic and explicit attention to skills development, learning skills in the context of the pharmacy practice and using a well-balanced system for the assessment of students' performance. Effective educational methods for teaching communication skills are small group training sessions preferably with (simulation) patients, preceded by lectures or e-learning modules. For (formative or summative) assessment different methods can be used. The Objective Structured Clinical Exam (OSCE) is preferred for summative assessment of communication competence. The principles and educational methods are illustrated with examples from the curriculum of the master Pharmacy program of Utrecht University (The Netherlands). The topics 'pharmaceutical consultations on prescription medicine,' 'pharmaceutical consultations on self-care medication' and 'clinical medication reviews' are described in detail. Finally, lessons learned are shared.
为提供高质量的药学服务，药学专业学生需要培养以患者为中心的沟通能力。本文旨在描述如何为药学专业设计一门以患者为中心的沟通课程。课程设计的一般教育原则基于建构性对齐、自主学习和自我决定理论。其他原则包括系统且明确地关注技能发展、在药学实践背景下学习技能以及使用平衡的系统来评估学生的表现。教授沟通技能的有效教育方法是小组培训课程，最好有（模拟）患者参与，培训前先进行讲座或电子学习模块学习。对于（形成性或总结性）评估，可以使用不同的方法。客观结构化临床考试（OSCE）是沟通能力总结性评估的首选方法。文中通过荷兰乌得勒支大学药学硕士课程的实例来说明这些原则和教育方法。详细描述了“处方药药学咨询”“自我护理药物药学咨询”和“临床用药审查”等主题。最后，分享了经验教训。
