Evaluation of a murder mystery activity to teach patient communication interviewing skills.

Autor: Folz HN; Clinical and Administrative Sciences, Notre Dame of Maryland University School of Pharmacy, 4701 North Charles Street, Baltimore, MD 21210, United States. Electronic address: hfolz@ndm.edu., Black J; Clinical and Administrative Sciences, Notre Dame of Maryland University School of Pharmacy, 4701 North Charles Street, Baltimore, MD 21210, United States. Electronic address: jblack@ndm.edu., Thigpen J; Curricular Innovation and Professional Development, Samford University McWhorter School of Pharmacy, 800 Lakeshore Drive, Birmingham, AL 35229, United States. Electronic address: jlthigpe@samford.edu.
Jazyk: angličtina
Zdroj: Currents in pharmacy teaching & learning [Curr Pharm Teach Learn] 2023 Jun; Vol. 15 (6), pp. 581-586. Date of Electronic Publication: 2023 Jun 30.
DOI: 10.1016/j.cptl.2023.06.006
Abstrakt: Introduction: While gamification has been used in pharmacy education, more research is needed to establish that these methods are effective. The objective of our study was to evaluate the effectiveness of a murder mystery activity to teach patient communication and interviewing skills to first year pharmacy students in a pharmacy skills laboratory.
Methods: A non-medical murder mystery activity was used to introduce and provide practice on communication techniques needed for obtaining a medical history. These techniques included an introduction, confirmation of patient identity, nonverbal expression, self-expression, empathy, emotional response, question style, organization, and appropriate closure. In groups of three to five, students interviewed five different suspects and were assessed as a group on their second and fifth suspect interviews within one, three-hour laboratory session using a standardized rubric. Assessments were completed by students, standardized patients, and faculty.
Results: A total of 161 students completed the murder mystery exercise over three years. Total student scores all significantly improved from the second to fifth interview. In addition to total scores, each subtotal score significantly improved from the second to fifth interview, regardless of the evaluator.
Conclusions: Within the murder mystery laboratory, students' communication scores improved on a standardized communication rubric. Use of a murder mystery is an effective, engaging way to introduce and practice communication skills that could be adapted by other institutions.
Competing Interests: Declaration of Competing Interest None.
(Copyright © 2023 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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