The use of oral presentations, role-play sessions, and reflective critiques to emphasize the advocate learning outcome in the pharmacy curriculum

Abstract

BackgroundFew reports exist that describe incorporation and evaluation of advocacy-related curricula in pharmacy programs. Our objective was to demonstrate the design, delivery, and impact of incorporating structured assessments within the existing curriculum to emphasize the advocate learning outcome. Materials and methodsAssignments within two courses in the third professional year of the Bachelor of Science in Pharmacy program were assessed. One course incorporated a signature assignment that required students to reflect on patient adherence and then develop a ten-minute presentation to communicate a strategy to address adherence challenges to a national policymaker. The second course emphasized advocacy through patient care role-plays. A standardized rubric was designed to assess advocacy elements across both courses. A pre- and post-intervention student survey was administered to capture student perceptions regarding the importance of advocacy in pharmacy practice. ResultsIn total, 23 students were assessed across two courses. Students achieved a median of three on a four-point scale on each of the four element domains assessed in each course. No significant differences were noted for any element between courses (P > 0.05). Student perceptions of advocacy in pharmacy practice were positive, and >50% of students agreed that they would be more likely to participate in advocacy-related activities after completion of the assignments. ConclusionIncorporation of advocacy-based assignments and assessments within existing curricula provides an opportunity to address curricular needs of ensuring students develop advocacy knowledge, skills, and attitudes. Results of this study can be applied to pharmacy programs worldwide seeking to address the advocate learning outcome through curricular measures.