Abstract
Objectives Little is known about the communication barriers experienced by pharmacy students. The objective of this research was to enable students to reflect on their communication styles and barriers through the writing process. Methods Twenty-six critical incident student essays were purposefully selected from a culturally diverse cohort of fourth year (P-2) Doctor of Pharmacy students. Each student in the course was required to complete a critical incident essay as part of a course-related assignment. Results The data were analyzed using ATLAS.ti (ATLAST.ti GmbH, Berlin, Germany), a computer program that aids in the analysis of qualitative data. Three main themes emerged from the analysis: (1) Social communication barriers, (2) patient-focused or experiential communication barriers, and (3) environmental or structural communication barriers. Conclusions This study allowed students a forum to introspectively focus on their communication barriers. It also allows educators a window into the cognitive and affective communicative barriers experienced by pharmacy students.
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