Assistant Professor (Clinical), Department of Pharmacy Practice, Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, 259 Mack Ave, Detroit, MI 48201, United States of America; Ambulatory Care Clinical Pharmacy Specialist, Henry Ford Health, Detroit, MI, United States of America.
Assistant Professor (Clinical), Department of Pharmacy Practice, Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, 259 Mack Ave, Detroit, MI 48201, United States of America; Ambulatory Care Clinical Pharmacy Specialist, Corewell Health Dearborn Hospital, Dearborn, MI, United States of America.
Curr Pharm Teach Learn. 2024 Dec;16(12):102187. doi: 10.1016/j.cptl.2024.102187. Epub 2024 Sep 4.
Doctor of Pharmacy programs are charged with developing students' empathy by the 2016 Accreditation Council for Pharmacy Education (ACPE) Standard 3 and the 2022 Curriculum Outcomes and Entrustable Professional Activities (COEPA). Although empathy is essential to optimal patient care, its subjective nature makes it challenging to teach and therefore literature is lacking on best teaching practices. The authors of this paper describe a novel simulated approach to elicit and assess empathy in a pharmacy classroom. This study evaluated the impact of a decision-making game in a pharmacy skills lab course on the development of students' empathy using a validated empathy scale.
This is a cohort-based quality improvement project in which third year pharmacy students participated in a 3-h classroom empathy game experience that simulated a month in a patient's life including issues related to the cycle of poverty. Prior to the game, students completed a voluntary, anonymous baseline demographics survey. They also completed a pre- and post-survey of the validated empathy tool, the Kiersma-Chen Empathy Scale (KCES-R), to assess change in the empathy score following the decision-making game. Students also provided narrative comments in the post-survey. Statistical tests used included descriptive statistics for demographic data, Shapiro-Wilk test of normality, and Wilcoxon Signed-Rank test for survey scores (SPSS Version 29).
Pharmacy students (n = 37) showed an overall increase in composite KCES-R scores after participating in the empathy game class session (z = -5.071, p < 0.001). The scores of each of the 14 KCES-R items also increased after the learning experience (p < 0.05). Students' narrative comments were all positive and indicated that the activity offered new insights on self-perceived empathy development.
The empathy game simulation was a successful approach to increase empathy scores in third-year pharmacy students.
2016 年药学教育认证委员会（ACPE）标准 3 和 2022 年课程成果和可委托专业活动（COEPA）要求药学博士课程培养学生的同理心。尽管同理心对于最佳患者护理至关重要，但由于其主观性，因此教授同理心具有挑战性，因此文献中缺乏最佳教学实践的信息。本文的作者描述了一种新颖的模拟方法，用于在药学课堂上引出和评估同理心。本研究使用经过验证的同理心量表评估了在药学技能实验室课程中进行决策游戏对学生同理心发展的影响。
这是一项基于队列的质量改进项目，其中第三年药学专业学生参与了为期 3 小时的课堂同理心游戏体验，该体验模拟了患者生活中的一个月，包括与贫困循环相关的问题。在游戏之前，学生完成了一份自愿的、匿名的基线人口统计调查。他们还在决策游戏前后完成了经过验证的同理心工具——Kiersma-Chen 同理心量表（KCES-R）的调查，以评估决策游戏后同理心分数的变化。学生还在调查后提供了叙述性评论。使用的统计检验包括人口统计学数据的描述性统计、Shapiro-Wilk 正态性检验和调查得分的 Wilcoxon 符号秩检验（SPSS 版本 29）。
参与同理心游戏课程后，药学专业学生（n=37）的综合 KCES-R 得分总体上有所提高（z=-5.071，p<0.001）。在学习经历之后，14 个 KCES-R 项目中的每一个项目的得分也都有所提高（p<0.05）。学生的叙述性评论均为正面，并表示该活动提供了对自我感知同理心发展的新见解。
同理心游戏模拟是提高药学专业三年级学生同理心得分的成功方法。
