Developing pharmacy students’ soft skills by combining graphic medicine and role-playing simulations: A mix-method study
DOI:
https://doi.org/10.46542/pe.2026.261.49-61Keywords:
Empathy, Graphic medicine, Pharmacy student, Role playing, Simulation trainingAbstract
Background: This study aimed to develop and assess a new active pedagogy module combining reading a graphic novel on bipolar disorder and simulation training to increase empathy, communication, and emotional intelligence among pharmacy students.
Methods: A mixed-method approach combined reading the graphic novel “A Fox in My Brain” by Lou Lubie, focused on bipolar disorder, with role-playing exercises. Empathy was measured, pre- and post-intervention, using the Jefferson Scale of Empathy - Health Professions Student version (JSE-HPS) and the Interpersonal Reactivity Index (IRI). Students also completed questionnaires on satisfaction, perceived benefits, and bipolar disorder knowledge, and participated in focus groups for qualitative feedback.
Results: Increases were observed in empathy scores, especially in Perspective Taking and Compassionate Care. Most students felt better prepared to support bipolar patients, with 94% finding the graphic novel relevant to their future practice. High success in knowledge assessment and positive qualitative feedback indicated the emotional impact and practical value of this educational approach.
Conclusion: Combining graphic medicine and simulation training into pharmacy education appears to support the development of important soft skills that are relevant for patient-centred care . By engaging students emotionally and intellectually, this integrated approach strengthens their preparedness for empathetic patient interactions. It also enriches pedagogical engagement and encourages the diversification of learning methods.
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