Pharmacy Students’ Perceptions of Self-Reflection and Peer and Educator Feedback on the Development of Patient Counselling Skills: A Qualitative Analysis

TL;DR

This study explores how pharmacy students use self-reflection and feedback to improve their patient counseling skills through simulation exercises.

Contribution

The study provides new insights into how reflective practices and feedback influence pharmacy students' development of patient counseling skills.

Findings

Students found peer and educator feedback valuable for refining counseling skills and building confidence.

Self-reflection through structured prompts helped students set goals and improve their counseling style.

Reflection and feedback together were seen as important for professional identity development.

Abstract

(1) Background: Simulation is an effective way to develop practical pharmacy skills; combining simulation and self-reflection can increase impacts on learning. While existing literature highlights the benefits of reflection in developing self-awareness, critical thinking, and professional skills, there are few specific insights into how reflective practices enhance learning in patient counselling role-plays. This study aimed to explore pharmacy students’ perceptions of self-reflection and peer and educator feedback on the development of patient counselling skills. (2) Methods: Thematic analysis of student reflections on learning in patient counselling activities. Responses to four structured self-reflection prompts were collected and analyzed thematically. (3) Results: Reflections from 201 students were analyzed. We identified four themes and ten associated subthemes: impact of peer feedback (subthemes supportive peer dynamics and developing a personal counselling style through peer practice); impact of self-reflection and assessment (subthemes goal setting through self-reflection and video review as a tool for skill refinement); impact of educator feedback (subthemes feedback variation in learning growth and addressing self-doubt); and professional identity (subthemes value pharmacists can bring, struggles in real-life practice, incorporating feedback to working opportunities, and reinforcing skills to self-reflect in future practice). (4) Conclusions: Integrating consistent, high-quality feedback from educators and peers with self-reflection in patient counselling activities is perceived as valuable to enhancing enhances students’ learning experiences and preparing them for professional practice.

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