article/article.tpl

Improvisation Games in a Pharmacy Communications Course: “It was kind of interesting to get to step out of my science-orientated mind and get to be creative!”

Dr. Lisa Guirguis

Abstract

Introduction: Improvisational exercises were integrated into the first year Pharmacy Communication courses to enhance students’ ability to listen and develop a conversation without anticipating its progression. Specific objectives were to describe pharmacy students’ experiences with improvisation and determine if improvisation influences how students learn communication skills.
Description of Improvisation: In 2009-10, pharmacy students were introduced to improvisation games with a communication focus. After an initial training, half of the class used improvisation to prepare for two standardized patient-interactions.
Evaluation: Three sources of data were collected over the course of the study: reflection assignments, a focus group, and course evaluation surveys. Four main themes arose: difficulties, pharmacy practice relevance, negative outcomes, and positive outcomes.
Discussion and Future Plans: Pharmacy students were ambivalent towards improvisation; identifying both challenges and benefits. In future communication courses, improvisation games will be integrated into relevant lecture time.


Keywords

Communications, Improvisation, Listening


Full Text:

PDF

References

Berger, B.A. (2009) Communication Skills for Pharmacists: Building Relationships, Improving Care, American Pharmaceutical Association, Washington DC.

Boesen, K.P., Herrier, R.N., Apgar , D.A. & Jackowski, R.M. (2009) Improvisational Exercises to Improve Pharmacy Students’ Professional Communication Skills , American Journal of Pharmaceutical Education, vol. 73, no. 2, pp. Article 35.

Cipolle, R.J., Strand, L.M., Morley, P.C., Cipolle, R., Strand, L. & Morley, P. (2004) Pharmaceutical Care Practice: The Clinician's Guide, 2nd edn, McGraw-Hill Medical.

Dyck, A., Deschamps, M. & Taylor, J. (2005) Pharmacists' discussions of medication side effects: a descriptive study, Patient education and counseling, vol. 56, no. 1, pp. 21-27.

Flynn, E.A., Barker, K.N., Berger, B.A., Lloyd, K.B. & Brackett, P.D. (2009) Dispensing errors and counseling quality in 100 pharmacies, Journal of the American Pharmacists Association : JAPhA, vol. 49, no. 2, pp. 171-180.

Hofer, B.K. (2000) Dimensionality and Disciplinary Differences in Personal Epistemology, Contemporary educational psychology, vol. 25, no. 4, pp. 378-405.

Hoffman, A., Utley, B. & Ciccarone, D. (2008) Improving medical student communication skills through improvisational theatre, Medical Education, vol. 42, no. 5, pp. 537-538.

Kimberlin, C.L. (2006) Communicating With Patients: Skills Assessment in US Colleges of Pharmacy, American Journal of Pharmaceutical Education, vol. 70, no. 3, pp. Article: 67.

Roex, A. & Degryse, J. (2007) Introducing the concept of epistemological beliefs into medical education: the hot-air- balloon metaphor, Academic Medicine: Journal of the Association of American Medical Colleges, vol. 82, no. 6, pp. 616-620.

Shoemaker, S.J. & Ramalho de Oliveira, D. (2008) Understanding the meaning of medications for patients: the medication experience, Pharmacy world & science : PWS, vol. 30, no. 1, pp. 86-91.

Tully, M.P., Beckman-Gyllenstrand, A. & Bernsten, C.B. (2011), Factors predicting poor counselling about prescription medicines in Swedish community pharmacies, Patient education and counseling, vol. 83, no. 1, pp. 3-6.

Varela Dupotey, N.M. & Ramalho de Oliveira, D. 2009, "A qualitative glimpse at pharmaceutical care practice", Pharmacy world & science : PWS, vol. 31, no. 6, pp. 609- 611.


Refbacks

  • There are currently no refbacks.
article/comments.tpl article/footer.tpl