역할극 교육 방법을 활용한 약학 실무 실습 교육의 효과
Effect of Pharmacy Practice Experience Training Using Clinical Role-Play in Learning
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Background : The aim of this study was to determine effect of Clinical Role-Play in Learning (CRPL) program as an effective education method to help pharmacy students develop communication skills in a simulation environment. Methods : Students completed four weeks of preparatory lectures and three weeks of workshops comprising CRPL with problem-based case study. Classroom Assessment Techniques and The Personal Report of Communication Apprehension-24 were used to examine the effectiveness of CRPL of forty-three students at Dongduk Women`s University who were enrolled in the introductory pharmacy practice experience course in 2021. Results : Twenty-five students completed their responses after CRPL. Student evaluations for course and teaching strategy reflected a high score (3.84/5.00), showing a good participation. High satisfaction for the course was correlated with active participation (r=0.629, p<0.01), improvement of their discussion (r=0.603, p<0.01), ability to apply skills in clinical practice (r=0.852, p<0.01), and understanding pharmacist’s role (r=0.722, p<0.01). Significant improvement in students’ self-reported anxiety of interpersonal, meeting, public speaking was observed after practice sessions. Conclusion : The CRPL program can be presented as a simulated education method to prepare pharmacy students for practical training in medical institutions and community pharmacies.
Abstract
Background : The aim of this study was to determine effect of Clinical Role-Play in Learning (CRPL) program as an effective education method to help pharmacy students develop communication skills in a simulation environment. Methods : Students completed four weeks of preparatory lectures and three weeks of workshops comprising CRPL with problem-based case study. Classroom Assessment Techniques and The Personal Report of Communication Apprehension-24 were used to examine the effectiveness of CRPL of forty-three students at Dongduk Women`s University who were enrolled in the introductory pharmacy practice experience course in 2021. Results : Twenty-five students completed their responses after CRPL. Student evaluations for course and teaching strategy reflected a high score (3.84/5.00), showing a good participation. High satisfaction for the course was correlated with active participation (r=0.629, p<0.01), improvement of their discussion (r=0.603, p<0.01), ability to apply skills in clinical practice (r=0.852, p<0.01), and understanding pharmacist’s role (r=0.722, p<0.01). Significant improvement in students’ self-reported anxiety of interpersonal, meeting, public speaking was observed after practice sessions. Conclusion : The CRPL program can be presented as a simulated education method to prepare pharmacy students for practical training in medical institutions and community pharmacies.
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