Introduction

The objective of this study was to evaluate pharmacy students' communication self-evaluation skills by comparing student self-evaluations with those completed by course graders and standardized patients (SP).

Methods

As part of a required communications course, third-year pharmacy students completed a medication counseling encounter with a SP during a midpoint encounter and final assessment. Students' communication skills were evaluated by course graders and SPs. Students used the same assessment rubric to also complete self-evaluations immediately after each event and after reviewing a recording of their midpoint encounter. Agreement among student, SP, and course grader ratings on individual items were examined using the kappa statistic.

Results

A total of 206 students completed the midpoint encounter, and 208 completed the final assessment. Agreement between students' and SPs' evaluations was high during both the midpoint and final encounters, with >90% agreement on 14 out of 17 items at the midpoint encounter and 16 out of 17 during the final assessment. There were diffiences in scoring for the use of verbal distractors/fillers, with SPs' evaluations showing more favorable scores when differences existed [at midpoint 69 (33.7%) SP vs. 7 (3.4%) student; at final 31 (15%) SP vs. 3 (1.5%) student]. Agreement improved from the midpoint to final assessment (62.9% vs. 83.7%, respectively).

Conclusions

Self-evaluation of communication skills may be an acceptable alternative to faculty or SP evaluations, when appropriate for the purpose of the activity, based on the high agreement observed among communication skills evaluations completed by students, course graders, and SPs.

中文翻译：

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标准化接诊时药学学生沟通自评技巧分析

介绍

本研究的目的是通过比较学生的自我评价与课程评分者和标准化患者 (SP) 完成的自我评价来评估药学学生的沟通自我评价技能。

方法

作为必修的交流课程的一部分，三年级药学学生在中点会面和最终评估期间完成了与 SP 的药物咨询会面。学生的沟通技巧由课程评分者和 SP 评估。学生在每次活动结束后和查看中点遭遇的记录后，也使用相同的评估标准立即完成自我评估。使用 kappa 统计检查学生、SP 和课程评分者对个别项目的评分之间的一致性。

结果

共有 206 名学生完成了中点相遇，208 名学生完成了最终评估。在中点和最终会面期间，学生和 SP 的评估之间的一致性很高，在中点会面的 17 项中的 14 项和最终评估中的 17 项中有 16 项的一致性 > 90%。使用言语干扰/填充词的评分存在差异，当差异存在时，SP 的评估显示出更有利的分数 [中点 69 (33.7%) SP vs. 7 (3.4%) 学生；最终 31 (15%) SP vs. 3 (1.5%) 学生]。从中间到最终评估的一致性有所改善（分别为 62.9% 和 83.7%）。

结论

根据在学生、课程评分者和 SP 完成的沟通技巧评估之间观察到的高度一致性，在适合活动目的的情况下，沟通技巧的自我评估可能是教师或 SP 评估的可接受替代方案。