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Communication In Healthcare:

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Presentation on theme: "Communication In Healthcare:"— Presentation transcript:

1 Communication In Healthcare:
The Importance of Preparing Students To Be Effective Communicators: Analysis Of Student Communication Performance on IPPE 3 Clinical Case Presentations Matthew Boyd, Mohammed Fredericks, Kelsey Howland, Sean Giese; Preceptor Jennifer Seyfer Introduction IPPE 3 Clinical acts as an introduction to the Advanced Pharmacy Practice Experiences for P3 students. Students are tasked with writing a SOAP note on a selected patient case, answering a drug information (DI) question and presenting a patient case via write-up and oral presentation. Students are assessed by a faculty grader on their ability to complete these tasks. The four components assessed during the IPPE 3 Clinical are the SOAP note, DI question, case write-up and oral case presentation. Results A total of 318 students were evaluated on the four components of the IPPE 3 Clinical presentation with a competency of: 96% for DI question, 92% for SOAP Note, 100% for Oral Presentation and 96% for case- write up. A total of 318 students were evaluated on their IPPE 3 Clinical SOAP note performance in three separate years: (107 students), (108 students) and (103 students). A high percentage of students were competent in their SOAP note presentation: 91%, 93% and 90% of students being competent for the years of , and respectively. Objectives To provide analysis on evaluation of student performance on IPPE 3 Clinical rotation case write-up, SOAP note, drug information question and an oral presentation of these components. To further analyze three years worth of data on initial student performance on SOAP notes. Discussion According to the analysis from the assessment done on student performance IPPE 3 Clinical students are meeting course expectations. Analysis of the SOAP note data (Figure 2) indicated one consistent area of revision required by students following faculty grader assessment: Information presented is restricted to that which is relevant to the diseases or problems addressed below. Methods Data was retrieved from past years ( ) from e-value and was reviewed for student competency. The four components analyzed were: SOAP note, case write-up, case presentation, and Drug information question. Each student was held to the standards that were laid out in the IPPE clinical syllabus. Each student was assigned one of many different evaluators for assessment of case presentation components. The evaluator would grade each section to determine if the student was competent in that component. The results of each year are shown in Figure 1 and Figure 2. Limitations Different faculty graders may have introduced variation. No set threshold for competency score for any of the four components.


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