从患者和药剂师的双重视角评估决策游戏对培养药剂学学生移情能力的影响

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Currents in Pharmacy Teaching and Learning Pub Date : 2024-09-04 DOI:10.1016/j.cptl.2024.102187

Alison M. Lobkovich , Insaf Mohammad , Wiam Ouahab , Sheila M. Wilhelm

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引用次数: 0

摘要

导言：根据 2016 年药学教育认证委员会（ACPE）标准 3 和 2022 年课程成果和委托专业活动（COEPA），药学博士课程负责培养学生的移情能力。虽然同理心对最佳的患者护理至关重要，但其主观性使其在教学中具有挑战性，因此缺乏有关最佳教学实践的文献。本文作者介绍了一种在药学课堂上激发和评估移情能力的新颖模拟方法。方法这是一个基于群组的质量改进项目，药学专业三年级学生参加了为期 3 小时的课堂移情游戏体验，模拟病人一个月的生活，包括与贫困循环相关的问题。游戏开始前，学生们自愿填写了一份匿名基线人口统计学调查。他们还填写了一份经过验证的移情工具 Kiersma-Chen 移情量表 (KCES-R) 的前后调查，以评估决策游戏后移情得分的变化。学生们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 Signed-Rank检验（SPSS 29版）。结果药剂学专业学生（n = 37）在参加移情游戏课后，KCES-R的综合得分总体有所提高（z = -5.071，p <0.001）。14 个 KCES-R 项目中每个项目的得分在学习体验后也都有所提高（p < 0.05）。结论移情游戏模拟是提高药学专业三年级学生移情能力得分的成功方法。

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Evaluating the impact of a decision-making game on empathy development in pharmacy students from the dual perspectives of the patient and pharmacist

Introduction

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.

Methods

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).

Results

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.