Pharmacy educators’ views on the teaching of communication skills at pharmacy undergraduate level

Abstract

Abstract Background Communication skills are an important aspects of pharmacy student training but there is a lack of clarity regarding the strategies most valued by pharmacist educators. There is a need to appreciate this perspective to promote optimal communication skills training in practice. Aim and objectives This review sought to evaluate pharmacy educators’ views on the teaching of communication skills at pharmacy undergraduate level, with key objectives relating to identifying optimal teaching strategies and analysis of opportunities and challenges of strategy implementation in practice. Method A comprehensive literature review was completed across three databases, focusing on studies published in English and within the last 20 years. All studies were subjected to critical analysis and formal data extraction processes. Data derived from the included studies were subjected to thematic narrative analysis. Key findings A total of seven studies were included in this review, with notable heterogeneity in the study designs and outcomes measured. The findings suggested that educators typically implement a wide range of communication skills training strategies in practice, with favourable views for most of these strategies in terms of skill development. High-fidelity or simulation-based approaches appeared to be particularly valued. There remains an emphasis placed on experiential learning among pharmacy educators, including in the real world practice environment. However, implementation of effective training relies on sufficient time, resources and opportunities for formal feedback. Conclusion The findings of this review suggest that multiple forms of education and training approaches may be considered valuable by pharmacy educators in the context of communication skill development at undergraduate level. The use of multiple strategies should be considered in practice given the potentially complementary nature of these approaches, although sufficient support is needed to ensure the successful implementation of such training.