Currents in pharmacy teaching & learning · 2026
Exploring the student perspective on the implementation and impact of patient voice in an entry to practice doctor of pharmacy program.
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Bains Priya, Dahri Karen
Аннотация
INTRODUCTION: Pharmacy educators have begun incorporating patient voice, or the involvement of real patients in teaching, to promote active collaboration and shared decision-making. This study explores the student perspective on how patient voices are currently incorporated and their perceived impact and value.
METHODS: All students enrolled in the University of British Columbia's Entry to Practice Doctor of Pharmacy program in the 2023-2024 winter academic year were invited to participate in a survey and interview regarding their experience with patient voice. Survey data was quantitatively analyzed and the interviews were transcribed and coded to identify key themes.
RESULTS: Seventy-six students completed the survey, and 12 participated in interviews. Eighty-four percent of surveyed students recalled a time they experienced patient voice within the program. Incorporation of the patient voice helped students understand the concepts of reducing stigma (92%), promoting patient-centered care (88%), improving empathy (84%), improving cultural sensitivity (66%), and improving confidence in communication skills (62%). Key themes from the interviews included motivation, impact on learning, insight into patient experience, impact on future practice, and aspects of implementation.
CONCLUSION: Students cite benefits such as enhanced interpersonal skills, deeper reflection on their future roles, and greater contextual understanding of lecture material. These findings highlight opportunities to consider prioritizing the patient voice in pharmacy education while ensuring maximal student learning through thoughtfully dedicated sessions.
METHODS: All students enrolled in the University of British Columbia's Entry to Practice Doctor of Pharmacy program in the 2023-2024 winter academic year were invited to participate in a survey and interview regarding their experience with patient voice. Survey data was quantitatively analyzed and the interviews were transcribed and coded to identify key themes.
RESULTS: Seventy-six students completed the survey, and 12 participated in interviews. Eighty-four percent of surveyed students recalled a time they experienced patient voice within the program. Incorporation of the patient voice helped students understand the concepts of reducing stigma (92%), promoting patient-centered care (88%), improving empathy (84%), improving cultural sensitivity (66%), and improving confidence in communication skills (62%). Key themes from the interviews included motivation, impact on learning, insight into patient experience, impact on future practice, and aspects of implementation.
CONCLUSION: Students cite benefits such as enhanced interpersonal skills, deeper reflection on their future roles, and greater contextual understanding of lecture material. These findings highlight opportunities to consider prioritizing the patient voice in pharmacy education while ensuring maximal student learning through thoughtfully dedicated sessions.