Other pharmacy schools may benefit from implementing a similar PCC course. These findings demonstrate the impact that a PCC course can have on students’ overall patient-centeredness and highlights barriers that students struggle to overcome. First-year student pharmacists successfully used PCC skills during their IPPE. Approximately 46% of students reflected at a level three or higher (ie, personal insight or intended behavior change).Ĭonclusion. Six overarching themes were identified: acknowledgement of motivational interviewing skills/components philosophy of patient-centeredness barriers to using PCC or motivational interviewing benefits from use of PCC demonstration of good general communication skills and perceptions of patient encounters. Of the 116 student reflections submitted, 951 codes were applied. Discrepancies were resolved through in-depth discussion and negotiated consensus. The students’ overall level of reflection was assessed and each reflection was coded. With this method, predetermined codes are established, and a constant comparison method is used to finalize overarching themes. The reflections were de-identified and template analysis was conducted.
After subsequently completing their first IPPE, the students submitted written reflections on their use of PCC during the experience. All first-year student pharmacists at the University of Arkansas for Medical Sciences completed a required course in patient-centered communication that included training in motivational interviewing. To assess how Doctor of Pharmacy (PharmD) students use patient-centered communication (PCC) during a community pharmacy introductory pharmacy practice experience (IPPE).