A Blended Learning Approach to Teaching Medication Use and Perspectives on Spiritualty in Pharmacy Practice

Abstract

ObjectiveTo assess students’ performance and perspective on the role of spirituality in pharmacy practice utilizing a blended learning approach. MethodsStudents viewed online pre-class videos on general spirituality and five major religions in the United States. Next, students attended an interactive lecture followed by a simulated counseling session. Lastly, students completed an anonymous, 38-question, electronic perspective survey. The items were grouped into scales results and compared using paired-sample t-tests. Effects sizes were measured by Cohen’s d. Additionally, students could opt to complete a reflection assignment on this activity as part of a concurrent course. A content analysis qualitative approach was utilized to assess these reflections. ResultsAll students (n=125) completed the counseling session, and 113 (90.4%) completed the survey. The mean score on the counseling session rubric was 94.8%, demonstrating students’ skills in recognizing spiritual concerns utilizing simulated patients.All perspective scale scores indicated a statistically significant change from pre to post, with the greatest change demonstrated in empathic perspective-taking (medium effect), followed by anxiety and lack of multicultural self-efficacy, religious/spiritual openness, and desire to learn (small effects). Students agreed that the instruction helped prepare them as a pharmacist (mean=5.41) and it was valuable hearing from people with authentic experiences (mean=5.40). Major learning themes included individualizing care, respect for beliefs, learning about diverse backgrounds, and prohibited medications. ConclusionsStudents performed well utilizing a blended learning approach on counseling patients regarding medication-related spiritual needs. In addition, the students perceived an increase in empathy while addressing spiritual considerations in patient care.