Journal Article

Social and Emotional Development in a Telehealth-Based Ambulatory Care Skills Course

Wu, Guangyu, Vyas, Deepti, Rogan, Edward L, Galal, Suzanne M, Chandra, Reema, Solorio, Genaro

2022

Overview

Objective. To determine the impact of telehealth-based simulations on students' social and emotional development. Methods. First-year pharmacy students enrolled in a professional skills course were eligible to participate in the study. Before and after the course, students completed the Personal-Interpersonal Competence Assessment, which codes onto eight subcategories: situation monitoring, inspire others, intimacy, awareness of one's aptitude, initiative to pursue leadership, empathy, sociability, and awareness of one's emotions. Students participated in seven telehealth-based simulations. Prior to each simulation, students watched a role modeling video highlighting social and emotional competence techniques used by a pharmacist during a consultation. Students then participated in simulated consultations that occurred in Zoom breakout rooms. Each student completed one consult while a teaching assistant completed a rubric derived from the Personal-Interpersonal Competence Assessment. Teaching assistants then provided formative feedback related to the student's social and emotional competence. At the semester midpoint, students completed a video log reflecting on their social and emotional development. Statistical analyses compared different time points of students' scores on the Personal-Interpersonal Competence Assessment and scores given by teaching assistants, while qualitative analysis was used for the video logs. Results. At the end of the course, improvement was noted on all factors of the Personal-Interpersonal Competence Assessment. Scores given by teaching assistants showed significant improvement over the semester, with the highest improvement noted on the subcategories inspiration and situation monitoring. On the video log, 80% of students noted improvements in their consideration of others. Conclusion. These findings suggest value in using role modeling, telehealth-based simulations, and teaching assistant feedback on pharmacy students' social and emotional development. Keywords: emotional intelligence, social and emotional development, professional skills, simulation, telehealth

• Publisher: American Association of Colleges of Pharmacy,Elsevier Limited
• Subject: Ambulatory care / Ambulatory medical care / College students / Communication / Computerized physician order entry / Drug stores / Education / Electronic health records / Emotional Development / Emotional intelligence / Emotions / Empathy / Medical education / Pharmacists / Pharmacy / Psychological aspects / Self awareness / Self evaluation / Simulated environment (Teaching method) / Simulation / Social aspects / Social interaction / Student attitudes / Study and teaching / Teaching assistants / Telemedicine