Ambulatory Care Pharmacist, New York City Health & Hospitals - Elmhurst, 79-01 Broadway, Queens, NY 11373, United States.
PGY2 Geriatric Pharmacy Resident, VA Maryland Health Care System, 10 North Greene St, Baltimore, MD 21201, United States.
Curr Pharm Teach Learn. 2022 Apr;14(4):536-546. doi: 10.1016/j.cptl.2022.03.002. Epub 2022 Mar 15.
Pharmacy student proficiency in direct patient interactions is an integral component of the doctor of pharmacy curriculum. Service-learning experiences offer pharmacy students valuable opportunities to develop self-efficacy and empathy while serving communities with unmet needs. The objective of this review is to evaluate the impact of service-learning experiences on the self-efficacy and empathy of pharmacy and other health professions students.
A narrative literature review was conducted using PubMed, ERIC, and CINAHL databases. Articles were included if they described the relationship between any health professions student service-learning experience and changes in self-efficacy and empathy. Articles were excluded if they involved simulation experiences, standardized patients, or international experiences.
A total of 11 relevant articles were identified, seven examined changes in student self-efficacy and six assessed student empathy. Articles included students representing seven health professions, with one eligible article in pharmacy. All articles investigating self-efficacy reported a positive impact of service learning on student confidence. Most articles focusing on empathy found that service learning had a positive impact on student empathy, and only one article noted a negative trend. Students with limited prior direct patient care experience had the greatest improvement in clinical confidence and empathy.
This review adds a new perspective to the literature by evaluating evidence-based service-learning models in pharmacy education. Offering additional structured service-learning opportunities for pharmacy students fosters self-efficacy and empathy while supporting communities with unmet needs. Future studies evaluating innovative service-learning models and methods of continuous assessment within the pharmacy curriculum are warranted.
药剂学专业学生与患者直接互动的能力是药学博士课程的一个组成部分。服务学习经验为药学及其他健康专业的学生提供了宝贵的机会，使他们在为有未满足需求的社区服务的同时，发展自我效能感和同理心。本综述的目的是评估服务学习经验对药学和其他健康专业学生自我效能感和同理心的影响。
使用 PubMed、ERIC 和 CINAHL 数据库进行叙述性文献综述。如果文章描述了任何健康专业学生服务学习经验与自我效能感和同理心变化之间的关系，则将其纳入。如果文章涉及模拟经验、标准化患者或国际经验，则将其排除在外。
共确定了 11 篇相关文章，其中 7 篇研究了学生自我效能感的变化，6 篇评估了学生同理心。这些文章的研究对象代表了七个健康专业，其中一篇符合药学要求。所有调查自我效能感的文章都报告了服务学习对学生信心的积极影响。大多数关注同理心的文章发现，服务学习对学生的同理心有积极影响，只有一篇文章指出了负面趋势。具有有限直接患者护理经验的学生在临床信心和同理心方面的改善最大。
本综述通过评估药学教育中的循证服务学习模式，为文献增添了新的视角。为药学专业的学生提供更多的结构化服务学习机会，有助于培养自我效能感和同理心，同时为有未满足需求的社区提供支持。未来需要评估药学课程中创新的服务学习模式和持续评估方法的研究。
