A mixed methods study to evaluate student attitudes towards an innovative, longitudinal clinical communication strand within a new MPharm programme

Ward, Jonathan David Terrell ORCID: 0000-0003-4466-8443 (2023). A mixed methods study to evaluate student attitudes towards an innovative, longitudinal clinical communication strand within a new MPharm programme. University of Birmingham. M.Sc.

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Abstract

Background: On commencement of a new MPharm programme in 2013, Pharmacy and specialist Clinical Communication staff collaborated to develop an innovative communication and professionalism course. The fictitious (but plausible) district of Wood Brooke provides the environment for a complex, longitudinal four-year simulation where simulated patients return to present students with continuing patient, family and healthcare colleague narratives.

Aims: To explore student attitudes towards MPharm communication and professionalism training and to understand how elements of that training impact on student perceptions over time.

Methods: A Mixed Methods study was conducted using a validated 26-item Clinical Skills Attitude Scale (CSAS) questionnaire and four focus group discussions. Quantitative data was collected at five time points, from the start to the end of the programme, and statistically analysed using the Statistical Package for the Social Sciences (SPSS) software to investigate changes in students’ attitudes over time. NVivo 12 and a framework analysis approach were employed to conduct thematic analysis of the focus group transcriptions.

Results: Quantitative results indicated that positivity about the concept of Clinical Communication increased as maturing attitudes reduced scepticism about the value of communication teaching to future practice. Five main themes emerged from the qualitative data which were: 1. Importance of integration, 2. Fear of failure/exposure, 3. ‘Be prepared’, 4. Personal confidence and language and 5. Wood Brooke specifics.

Conclusions: Themes identified during qualitative analysis provided insights into causes of attitudinal changes and improvements in students’ levels of confidence. Fear of exposure or failure, with regard to role play methodology and placement activities, can be mitigated with increased preparation before sessions, effective delivery of constructive feedback and opportunities to integrate knowledge across programme modules. Student responses to specific elements of the Wood Brooke simulation will assist with developments of course content and the evolution of the curriculum design.

Type of Work:

Thesis (Masters by Research > M.Sc.)

Award Type:

Masters by Research > M.Sc.

Supervisor(s):