Patient as teacher sessions contextualize learning, enhancing knowledge, communication, and participation of pharmacy students in the United Kingdom.

ABSTRACT:

Purpose

This study aimed to evaluate the impact of Patient As Teacher (PAT) sessions on the knowledge, communication skills, and participation of pharmacy students in the United Kingdom.

Methods

During the academic year 2019-2020, year 1 and 2 pharmacy students at the University of Central Lancashire were invited to complete a questionnaire following PAT sessions. Data were analyzed by means of descriptive statistics, including mean and standard deviation (SD) for: continuous variables and reliability analysis. Pearson's Chi-Square or Fisher Exact Test, odds ratio, and Phi were used for analyzing dichotomous variables. Thematic analysis was used for free text comments.

Results

Sixty eight of 228 students participated, (response rate of 29.8%). No statistical differenc

SUBMITTER: Lunn AM 

PROVIDER: S-EPMC7344118 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature