Assessing Pharmacy Student Performance and Perceptions on Counseling Skills Through A Simulated Telehealth Encounter

Abstract

Objective. To describe implementation of a patient counseling roleplay assessment via teleconferencing platform in a newly-developed pharmacy communications course, assess student performance on the roleplay and compare it with other assessments, and measure student perceptions of and satisfaction with the experience.

Methods. Eighteen cases were developed, each belonging to one of three interactions in community pharmacy: new prescription, refill, or over-the-counter (OTC) medication request. A rubric was designed to evaluate each type of interaction. Student scores in various course assessments were tested using Spearman’s rank-order. Student scores in the three cases were compared using Kruskal-Wallis H. Students evaluated their experience and satisfaction of the assessment and effectiveness of the course.

Results. Seventy-nine students completed the assessment with a mean score of 17.4/20 (87.0%). Student scores in counseling roleplay were similar among case types and positively correlated with other traditional assessments in the course. Despite internet connectivity issues, and heightened student anxiety, 71.0% agreed that the assessment did not affect the quality of their counseling, and 74.0% agreed that the experience was comparable to traditional assessments. The telehealth activity led to enhanced perceived student knowledge and confidence in interviewing and counseling patients.

Conclusion. Students attained high scores that were consistent with other assessments in the course. Students reported the assessment did not affect the quality of their counseling, and felt the setting and context were still authentic. The experience required dedicated preparation and organization, but was successful in demonstrating overall student satisfaction and positive perceptions.