ArticleAmerican journal of pharmaceutical education2016
Teaching Communication Skills to Medical and Pharmacy Students Through a Blended Learning Course.
Article in American journal of pharmaceutical education, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 19 papers, 2 of them syntheses that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
19 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Effectiveness of blended learning in pharmacy education: A systematic review and meta-analysis.PloS one · 2021Pooled it
- Attitudes towards Interprofessional education in the medical curriculum: a systematic review of the literature.BMC medical education · 2020Pooled it
- Evaluation of the Inverted Classroom Approach in a Case-Study Course on Antithrombotic Drug Use in a PharmD Curriculum: French Monocentric Randomized Study.JMIR medical education · 2025Trial
- Effectiveness of blended learning to improve medical students' communication skills: a randomized, controlled trial.BMC medical education · 2025Trial
- Pilot of a blended learning model on medical students' communication skills in the context of digital innovations.BMC medical education · 2026Article
- Assessing Student Perceptions of Blended and Online Learning Courses in Pharmacoeconomics, Management, and Leadership.American journal of pharmaceutical education · 2023Article
- Impact of Communication Method and Timeliness on Student and Faculty Perception of Professionalism and Value.American journal of pharmaceutical education · 2022Article
- A Video-Based Reflective Design to Prepare First Year Pharmacy Students for Their First Objective Structured Clinical Examination (OSCE).Healthcare (Basel, Switzerland) · 2022Article
- Blended Learning on Blood Pressure Measurement: Investigating Two In-Class Strategies in a Flipped Classroom-Like Setting to Teach Pharmacy Students Blood Pressure Measurement Skills.Healthcare (Basel, Switzerland) · 2021Article
- Design of a Pharmacy Curriculum on Patient Centered Communication Skills.Pharmacy (Basel, Switzerland) · 2021Article
- Article
- Development and Evaluation of an Educational Program for Community Pharmacists on Cardiovascular Risk Assessment.Risk management and healthcare policy · 2020Article
- Pharmacy Education Needs to Address Diagnostic Safety.American journal of pharmaceutical education · 2019Article
- A Qualitative Study on Danish Student Pharmacists' Attitudes Towards and Experience of Communication Skills Training.Pharmacy (Basel, Switzerland) · 2019Article
- Review
- Developing a novel framework for non-technical skills learning strategies for undergraduates: A systematic review.Annals of medicine and surgery (2012) · 2018Review
- Experiences of Pharmacy Trainees from an Interprofessional Immersion Training.Pharmacy (Basel, Switzerland) · 2018Article
- Nordic Pharmacy Schools' Experience in Communication Skills Training.American journal of pharmaceutical education · 2017Article
- Communication skills in Brazilian pharmaceutical education: a documentary analysis.Pharmacy practiceArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objective. To evaluate the impact of an interprofessional blended learning course on medical and pharmacy students' patient-centered interpersonal communication skills and to compare precourse and postcourse communication skills across first-year medical and second-year pharmacy student cohorts. Methods. Students completed ten 1-hour online modules and participated in five 3-hour group sessions over one semester. Objective structured clinical examinations (OSCEs) were administered before and after the course and were evaluated using the validated Common Ground Instrument. Nonparametric statistical tests were used to examine pre/postcourse domain scores within and across professions. Results. Performance in all communication skill domains increased significantly for all students. No additional significant pre/postcourse differences were noted across disciplines. Conclusion. Students' patient-centered interpersonal communication skills improved across multiple domains using a blended learning educational platform. Interview abilities were embodied similarly between medical and pharmacy students postcourse, suggesting both groups respond well to this form of instruction.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.