Evaluation of Multi-course Integrated Learning on Pharmacy Student Competence in Self-Care Counseling

Objectives: To evaluate whether the integration of a self-care course, pharmacy practice lab, and experiential education has a significant impact on pharmacy student competence in self-care counseling. Method: Students in a first professional-year self-care course (N=47) learned self-care topics (i.e., analgesics, heartburn) each week using a team-based learning format. The following week, students were assessed in simulated patient counseling encounters with faculty (N=9) in a pharmacy practice lab setting, for a total of 9 different self-care topics. Students then practiced counseling on the same topics in their community pharmacy IPPE three times during the semester (Analgesics, Heartburn, and Cough/Cold). A rubric was created from a literature review and underwent expert review for content and face validity. Faculty utilized it to assess students’ interpersonal skills and self-care counseling (14 items, 4-point, Likert-type, 1=Unsatisfactory, 4=Commendable, Range=14-56). Data were analyzed using descriptive statistics and Friedman’s tests. Results: Students’ median total scores significantly improved over the course of the semester from 46 to 51 (p\u3c0.001). Scores also significantly improved on 11 of 14 individual items (e.g. Interviewing Skill, Word Use, Giving Information, Body Language, Empathy, Current Complaint Assessment, MAC Information, Treatment Suggestions, Medication Overview, Closure/Teach-Back, and Quickness/Accuracy of Assessment: p≤0.001). Three items (e.g. Attitude and Attentiveness, Professionalism, and Self-Care Candidacy) were commendable or nearly commendable initially (median=4, 4, and 3, respectively) and did not change significantly over time. Implications: Students significantly improved in patient counseling abilities overall and in specific items. Integration-based learning for self-care concepts is beneficial for student learning and competency acquisition