Active Learning Activity Aimed to Develop Group Patient Education Skills

Abstract

Providing patient education for a group is an essential practice for all healthcare providers that has been recognized by the World Health Organization (WHO) and the Centers for Disease Control and Prevention (CDC), specifically in relation to patients with chronic diseases. This practice requires skills such as adapting communication to meet the needs of a broad audience, understanding the perspective and knowledge gaps of a broad audience, and ensuring engagement of all audience members. These are experiences that pharmacy students do not traditionally encounter until the fourth professional year. This article will present the design of an active-learning, role-playing activity intended to develop group patient education skills in pharmacy students.

Appendices

Appendix

Guidelines for Patient Education Presentation Format

Objectives:

Given a patient case, the P3 student should be able to:

• Design a disease state group education class

• Select relevant information for inclusion into the education class

• Recommend appropriate non-pharmacotherapy as well as pharmacotherapy for management of the components of metabolic syndrome

• Provide education and therapy appropriately to selected patient population

Scenarios/General guidelines:

All groups will be given a scenario that describes a patient population. Patient education materials and presentation should be developed to meet the needs of this patient population. The presentation should be developed for patients attending a disease state education class. The specific topic to be covered can be any component of metabolic syndrome management. The group will select the topic based on what would be appropriate for the given patient population. Regardless of the topic, all groups should remember to include any applicable OTC or herbal/alternative therapies as well as any dietary considerations. Given your assigned scenarios, you should also consider/address particular challenges that those populations may have including, health literacy, financial challenges, and age-related challenges.

Topic selection:

• The specific topic should be sent to Dr. Kelley for approval.

• Groups may not repeat topics.

• Topics will be assigned on a first come, first serve basis.

• Topics may include, but are not limited to: the disease state of diabetes, hypertension dyslipidemia or obesity; complications of any of the metabolic disease states (diabetes, hypertension, dyslipidemia, or obesity); pharmacologic or non-pharmacologic management of diabetes, hypertension, dyslipidemia, or obesity, etc.

Presentation:

• You will present to the class as if they are the audience described in your given scenario. Please note if your scenario involves patients in the geriatric age range that the audience may utilize pieces of the geriatric kit (they will be available in class on these days) to more fully replicate that age-related challenge. Information provided should adequately cover the topic. The depth of information provided should be appropriate for the audience.

• Any printed and audiovisual materials and presentation should be on level of audience.

• The presentation should be completed in PowerPoint.

• Other audiovisual materials may be used in addition to your PowerPoint.

• Presentation should be interactive with the audience.

• This should be a 25–30 min presentation.

• Resources should be referenced appropriately (this may include references on the slides with pictures and figures as well as a list of references at the end of the presentation).

• All group members should participate in the formal presentation.

• The formal presentation will be followed by a period of questions and discussion.

• All group members should be ready to answer questions from the audience.

Participation:

• All students in the audience are expected to come prepared to assume the role of the assigned patient population.

Outline/Rough Draft:

• The group is welcome to submit an outline or rough draft of the presentation.

• In order to guarantee that you receive feedback on your outline/rough draft, it must be submitted via email to Dr. Kelley by 8 am the Friday before your scheduled presentation date.

• The earlier the outline/rough draft is submitted, the more feedback you will receive.

Final Slides:

• Final slides should be posted under the discussion forum entitled “Patient Education” by 8 am the Tuesday of the assigned presentation.

Grade:

• The presentation will be evaluated using the “In-service Evaluation Form” posted on Canvas under the “Patient Education Presentation” Module.

• All group members will receive the same grade, which will be an average of the faculty/residents attending presentations that day. This will comprise 100% of your overall grade.