Level of activity: Advanced
ACPE Standards 2016: 1.1, 2.1, 2.3, 3.1, 3.6
EPAs: Patient Care Provider (Collect, Analyze, Establish patient-centered goals), Information Master (Use evidence-based information)
PPCP: Collect, Assess, Plan, Communicate
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Krista Dominguez-Salazar, PharmD, PhC is Associate Professor of Pharmacy Practice at University of New Mexico College of Pharmacy. She received her Doctor of Pharmacy degree from the University of New Mexico. Post-graduation she practiced as a Pharmacist Clinician specializing in diabetes education and management on a multidisciplinary team in a private practice endocrinology clinic. Currently, she is a Pharmacist Clinician at Albuquerque Health Care for the Homeless and provides diabetes care as part of a medical team. In addition to her work as an advanced practice pharmacist, Dr. Salazar has pursued certification in motivational interviewing and is a certified Academy of Communication in Healthcare Facilitator for the Relationship-Centered Communication (RCC) framework.
Alexandra Herman, PharmD, is Assistant Professor of Pharmacy Practice at University of New Mexico College of Pharmacy. She received her PharmD from University of New Mexico and then completed a 2-year fellowship in Cardiovascular Pharmacotherapy at the University of New Mexico. She serves as an internal medicine preceptor for pharmacy students at an acute-care teaching hospital and is a co-medical director of the Reproductive Health TeleECHO Clinic. Dr. Herman is the coordinator for the UNM College of Pharmacy’s Aspects of Patient Care pharmacy skills lab course series and is the instructor of the P1 spring skills lab.
L. Douglas Ried, BS, MS, PhD is Associate Dean for Assessment and Professor of Pharmacy Practice at University of New Mexico College of Pharmacy. Dr. Ried earned his BS in Pharmacy degree from the University of Washington and MS and PhD degrees from the University of Minnesota. Dr. Ried’s academic focus is on curricular improvement and assessment.
Brief Overview and Setting
The purpose of this activity is to improve students’ patient communication skills through role-play, feedback, observation, and reflection. This activity involves use of simulated patient instructors (SPIs) who are trained to set up the role-play, role-play as a patient, and facilitate debrief sessions with the students. This activity framework currently takes place in the laboratory curriculum at the University of New Mexico with students in their third professional year of a 4-year pharmacy curriculum. Approximately 80 students, divided into two laboratory sections, participate in the activity. At this point in the curriculum, the students have previously learned about motivational interviewing theory and Relationship-Centered Communication (RCC) skills developed by the Academy of Communication in Healthcare (ACH).1 The students also have practiced history-taking skills using QuEST SCHOLARMAC and presented patients in subjective, objective, assessment, and plan (SOAP) format in the lab. During this activity ...