Attaining Communicative Competency in Pharmacy Practice: A Retrospective Analysis of the Construction of a Communication Course for International Pharmacy Graduates
Bibliographic record
Abstract
The ability to communicate effectively is an essential skill required by licensed pharmacists and it plays an integral role in meeting standards of practice. Acquiring the communication skills needed to successfully complete these standards of practice can be particularly challenging for International Pharmacy Graduates, or IPGs, many of whom are second language learners. This paper retrospectively analyses the construction of a communication course for IPGs, viewed through the theories of Lev Vygotsky and Donald Schön, which assists the IPGs in developing their communication skills for the Canadian context and applying them in increasingly independent ways. Course satisfaction surveys from two IPG cohorts were reviewed for qualitative feedback that would discuss the students’ appreciation for the course design in relation to their learning. In general, students appreciated the learning supports in the first half of the course, but had more difficulty with the second half of the course that was designed to create a level of ambiguity that mimicked real life pharmacy practice. The authors felt more research is needed in this area of instruction design; however, this unique course design could have future implications for teaching communicative competency for international health care professionals.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.022 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".