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A Course-Imbedded Strategy for Assessing Written and Oral Communication in First Year (P1) Pharmacy Students |
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Abstract:
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Objectives/Intent:
Effective written and oral communication skills are critical for pharmacists. In response to encountering students who were not proficient in communication during the experiential year, four assessment measures were used to identify P1 students who did not demonstrate proficiency in communication.
Methods/Process:
For the first assessment, a pre-admission interview was conducted with each applicant. Secondly, a “Pharm Speak” exercise required students to read a pharmacy-related script containing medical terms and drug names. This exercise was videotaped and maintained as a baseline for future communication exercises. A “Pharm Write 1” exercise assessed students’ ability to write a well-structured, grammatically correct essay, and for the fourth assessment, “Pharm Write 2”, students summarized and evaluated a journal article.
Results/Outcomes:
For each assessment, evaluation rubrics were developed to rank the exercise as acceptable (A) or not acceptable (NA). Students with two or more scores of NA (8 of the 121 students) were referred to the English as a Second Language (ESL) Department. Based on input from ESL, a remediation program is developed for each student, and the student’s progress is monitored and assessed throughout the program.
Implications:
It has been our experience that students with communication deficiencies are able to navigate through the didactic portion of the curriculum, however, find themselves unable to function under the stress of experiential rotations. Students identified early on as having deficient communication skills are provided with a structured remediation plan. Students unable to show improvement will not advance through the program as per current curricular progression policies. |
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Association:
Name: American Association of Colleges of Pharmacy
URL: http://www.aacp.org
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Citation:
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MLA Citation:
| Grace, Patricia., Slazak, Erin., Fiebelkorn, Karl. and Brody Jr., Peter. "A Course-Imbedded Strategy for Assessing Written and Oral Communication in First Year (P1) Pharmacy Students" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Disney’s Yacht & Beach Club Resort, Lake Buena Vista, Florida, Jul 14, 2007 <Not Available>. 2008-10-09 <http://www.allacademic.com/meta/p193992_index.html> |
APA Citation:
| Grace, P. M., Slazak, E. M., Fiebelkorn, K. D. and Brody Jr., P. M. , 2007-07-14 "A Course-Imbedded Strategy for Assessing Written and Oral Communication in First Year (P1) Pharmacy Students" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Disney’s Yacht & Beach Club Resort, Lake Buena Vista, Florida <Not Available>. 2008-10-09 from http://www.allacademic.com/meta/p193992_index.html |
Publication Type: Abstract
Abstract: Objectives/Intent:
Effective written and oral communication skills are critical for pharmacists. In response to encountering students who were not proficient in communication during the experiential year, four assessment measures were used to identify P1 students who did not demonstrate proficiency in communication.
Methods/Process:
For the first assessment, a pre-admission interview was conducted with each applicant. Secondly, a “Pharm Speak” exercise required students to read a pharmacy-related script containing medical terms and drug names. This exercise was videotaped and maintained as a baseline for future communication exercises. A “Pharm Write 1” exercise assessed students’ ability to write a well-structured, grammatically correct essay, and for the fourth assessment, “Pharm Write 2”, students summarized and evaluated a journal article.
Results/Outcomes:
For each assessment, evaluation rubrics were developed to rank the exercise as acceptable (A) or not acceptable (NA). Students with two or more scores of NA (8 of the 121 students) were referred to the English as a Second Language (ESL) Department. Based on input from ESL, a remediation program is developed for each student, and the student’s progress is monitored and assessed throughout the program.
Implications:
It has been our experience that students with communication deficiencies are able to navigate through the didactic portion of the curriculum, however, find themselves unable to function under the stress of experiential rotations. Students identified early on as having deficient communication skills are provided with a structured remediation plan. Students unable to show improvement will not advance through the program as per current curricular progression policies. |
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