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Teaching Empathy to First Year (P1) Pharmacy Students: A Multifaceted Approach

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Abstract:

Intent: To evaluate a new approach to teaching empathy. Empathy is critical to delivering pharmaceutical care but there is very little in the literature on optimal approaches to teaching empathy.
Methods We teach empathy to P1 students in Foundations of Pharmacy Practice which is divided into two sections (35 students each). In spring 2005, section 1 was taught fairly traditionally (lecture with some discussion). Section 2 was taught using less lecture time but focused on six true-life scenarios where the practitioner failed to be empathic. Students were broken into groups and were given certain roles (patient, family, practitioner, and evaluator). Students “re-wrote’ and then role-played the scenario. In addition, students were required to interview a pharmacist to discuss a time in which the pharmacist felt they “made a difference” by being empathetic. Student wrote a 2 page paper and made a 2-minute oral presentation. Students were surveyed to assess their opinion of the activities.
Results Students in Section 2 were more likely to “strongly agree” or “agree” to the following statements as compared to Section 1. “Empathy and Caring is an Important Topic” 97.1% vs 73.5%; “The lectures were informative” 71.4% vs. 61.7%, and “In class activities and discussion enhanced my understanding of empathy and caring” 60% vs. 53%. None of the differences were statistically significant. Subjectively, the faculty who were involved felt students learned more from the active-learning approach..
Conclusion Students somewhat favored a more active-learning approach using cases and role-playing. Specific scenarios will be shared.
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Association:
Name: American Association of Colleges of Pharmacy
URL:
http://www.aacp.org


Citation:
URL: http://citation.allacademic.com/meta/p118040_index.html
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MLA Citation:

Foote, Edward., Kinney, Bradford. and Roke-Thomas, Marie. "Teaching Empathy to First Year (P1) Pharmacy Students: A Multifaceted Approach" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p118040_index.html>

APA Citation:

Foote, E. F., Kinney, B. and Roke-Thomas, M. , 2006-07-05 "Teaching Empathy to First Year (P1) Pharmacy Students: A Multifaceted Approach" Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p118040_index.html

Publication Type: Abstract
Abstract: Intent: To evaluate a new approach to teaching empathy. Empathy is critical to delivering pharmaceutical care but there is very little in the literature on optimal approaches to teaching empathy.
Methods We teach empathy to P1 students in Foundations of Pharmacy Practice which is divided into two sections (35 students each). In spring 2005, section 1 was taught fairly traditionally (lecture with some discussion). Section 2 was taught using less lecture time but focused on six true-life scenarios where the practitioner failed to be empathic. Students were broken into groups and were given certain roles (patient, family, practitioner, and evaluator). Students “re-wrote’ and then role-played the scenario. In addition, students were required to interview a pharmacist to discuss a time in which the pharmacist felt they “made a difference” by being empathetic. Student wrote a 2 page paper and made a 2-minute oral presentation. Students were surveyed to assess their opinion of the activities.
Results Students in Section 2 were more likely to “strongly agree” or “agree” to the following statements as compared to Section 1. “Empathy and Caring is an Important Topic” 97.1% vs 73.5%; “The lectures were informative” 71.4% vs. 61.7%, and “In class activities and discussion enhanced my understanding of empathy and caring” 60% vs. 53%. None of the differences were statistically significant. Subjectively, the faculty who were involved felt students learned more from the active-learning approach..
Conclusion Students somewhat favored a more active-learning approach using cases and role-playing. Specific scenarios will be shared.

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