Stakeholders’ perspectives about engagement in communication skills training in an integrated pharmacy curriculum: A qualitative study

Abstract

Investigating experiences of stakeholders on communication skills training in an integrated pharmacy curriculum is essential to reach high-level outcomes. This study aimed to explore the perceptions of the stakeholders who are connected with communication skills training (CST) in an integrated pharmacy curriculum using the theory of planned behaviour (TPB). A qualitative method was used, and semi-structured interviews were conducted with students, trainers, and simulated patients by using maximum variation sampling. The domains of TPB were adopted and mapped onto the data. All the stakeholders’ attitudes toward engagement in CST were affected by the positive consequences of the behaviour. Support from peers and academics were the two factors affecting the students’ and the simulated patients’ behaviour. Beliefs about other institutions were indicators of the trainers’ behaviour. Factors that negatively affect self-confidence of stakeholders' involvement were the most mentioned barriers in an integrated pharmacy curriculum. These findings may inform the development of interventions aimed at increasing the selfconfidence of all parties in an integrated CST in pharmacy education. Pedagogies chosen, relationship with colleagues, managing multicultural cohort, organizing issues in an integrated curriculum need attention. The factors that determine students, trainers and simulated patients’ dedication to CST is important to develop future arrangements and interventions to ensure the quality of pharmacy education.

Keywords

• communication skills training
• pharmacy education
• integrated curriculum
• simulated patient
• theory of planned behaviour

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