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Cost-Effectiveness Of Using Standardized Patients To Assess Student-Pharmacist Communication Skills, Chris Gillette, Robert B. Stanton, Nicole Rockich-Winston, Michael Rudolph, H. Glenn Anderson Jr.
Cost-Effectiveness Of Using Standardized Patients To Assess Student-Pharmacist Communication Skills, Chris Gillette, Robert B. Stanton, Nicole Rockich-Winston, Michael Rudolph, H. Glenn Anderson Jr.
Pharmacy Practice & Administration
Objective. To explore the cost-effectiveness of including standardized patients (SP) in the didactic curriculum for application and assessment of students’ pharmacist-patient communication skills.
Methods. Five role play/case study (RP/CS) activities from a communication skills curriculum were replaced with five SP encounters. Communication was assessed using a rubric. This study developed an economic model to examine the costs and effectiveness of replacing RP/CS events with SP events in knowledge-application and communication assessment. Costs consisted of SP hourly wages for training and delivery of SP events. Outcomes examined were the incremental cost-effectiveness ratio (ICER) per student.
Results. The ICER comparing SP to …
Improving Pharmacy Student Communication Outcomes Using Standardized Patients, Chris Gillette, Michael Rudolph, Nicole Rockich-Winston, Robert B. Stanton, H. Glenn Anderson Jr.
Improving Pharmacy Student Communication Outcomes Using Standardized Patients, Chris Gillette, Michael Rudolph, Nicole Rockich-Winston, Robert B. Stanton, H. Glenn Anderson Jr.
Pharmacy Practice & Administration
Objective. To examine whether standardized patient encounters led to an improvement in a student pharmacist-patient communication assessment compared to traditional active-learning activities within a classroom setting.
Methods. A quasi-experimental study was conducted with second-year pharmacy students in a drug information and communication skills course. Student patient communication skills were assessed using high-stakes communication assessment.
Results. Two hundred and twenty students’ data were included. Students were significantlymore likely to have higher scores on the communication assessment when they had higher undergraduate GPAs, were female, and taught using standardized patients. Similarly, students were significantly more likely to pass the assessment on the …