When pharmacy and theater collide: How diversity can develop inclusive communication skills

Hughes, Louise, Bowen, Jenna ORCID: https://orcid.org/0000-0003-1964-6832, Davies, Wyn, Deslandes, Rhian ORCID: https://orcid.org/0000-0002-2727-1797, Ivory, Matt ORCID: https://orcid.org/0000-0002-8736-395X and Kingman, Susan 2024. When pharmacy and theater collide: How diversity can develop inclusive communication skills. Currents in Pharmacy Teaching and Learning 16 (6) , pp. 460-464. 10.1016/j.cptl.2024.03.005

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Abstract

Background Effective communication with patients and colleagues is key to a pharmacist's ability to provide effective person-centered care. Neurodivergent patients face many barriers when interacting with health professionals; increased awareness and understanding are therefore paramount to the pharmacist's role. This paper describes an innovative teaching partnership between a school of pharmacy and an inclusive theater company which aims to develop awareness and skills of undergraduate pharmacy students in relation to communicating with patients with autism and/or learning disabilities. Educational activity Forum theater and role-plays were used to complement existing communication skills teaching in Years two and four of the undergraduate MPharm (Master of Pharmacy) program. The sessions were designed and delivered in partnership between academic teaching staff and a theater company of neurodivergent actors. An online evaluation form was used to obtain student feedback on these sessions (two Likert-style questions and three open format questions). Critical analysis of the educational activity Of the 241 students who attended a session in 2021, 70 (29%) provided feedback. Feedback was positive, with 99% of respondents finding the session useful. Students spoke about how they found the sessions supportive and enlightening, helping them to reflect on their own communication skills. As a result, the teaching has been developed and now expanded through all years of the undergraduate program. While conscious of challenges such as funding and finding the right partner, the authors recommend this rewarding initiative to fellow academics.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Pharmacy
Publisher:	Elsevier
ISSN:	1877-1297
Date of First Compliant Deposit:	12 August 2024
Date of Acceptance:	15 March 2024
Last Modified:	16 Aug 2024 09:15
URI:	https://orca.cardiff.ac.uk/id/eprint/171323

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