ArticleBMC medical education2025
Unveiling pedagogical effects of blended multimedia and slide-based approaches on students' self-efficacy and performance in over-the-counter medication counseling: an explanatory mixed methods study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundAddressing healthcare communication skills through a multimedia approach may enrich undergraduate pharmacy students' medication counseling competence. This study explored the impacts of a blended classroom teaching approach (incorporating newly designed video-based materials into conventional slide-based lectures) on students' self-efficacy and performance in over-the-counter (OTC) medication counseling services.
methodsUsing a sequential explanatory mixed methods approach, two cohorts of undergraduate pharmacy students enrolled in the 16-week Introduction to Community Pharmacy course were investigated. The cohort expected to graduate in 2025 served as the control group and received 4 weeks of conventional instruction using PowerPoint slides to introduce professional communication and counseling skills. In contrast, the intervention cohort expected to graduate in 2026 received 3 weeks of PowerPoint-based instruction, followed by an additional week of video-rich learning in OTC counseling. Pre- and post-course questionnaires were administered to assess students' self-efficacy in OTC counseling. Moreover, their counseling performance was evaluated through role-playing exercises with standardized patients during the final week of the course. Multivariate regression analyses determined the effectiveness of each teaching approach in enhancing self-efficacy and counseling performance. Semi-structured interviews were conducted and analyzed using inductive thematic analysis to gain insights into students' perspectives and experiences with the two teaching approaches.
resultsBoth cohorts exhibited enhanced self-efficacy in medication counseling through the two approaches. However, the group that received the blended multimedia approach showed significantly greater improvement in counseling performance than its counterpart (p = 0.007). Students in the intervention cohort appreciated how video-based instruction provided visual and auditory cues, helping them grasp the structured flow of OTC counseling. Witnessing real-case scenarios in videos facilitated their understanding and appreciation of counseling techniques in real-life pharmacy settings.
conclusionThe study highlights that integrating multimedia instruction, particularly videos, significantly improved pharmacy students' OTC counseling performance, while self-efficacy showed improvement without a significant difference compared to traditional slide-based lectures. To better support the development of counseling competence, a blended instructional approach that combines video-based learning with conventional lectures is recommended.
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