The use of oral presentations, role-play sessions, and reflective critiques to emphasize the advocate learning outcome in the pharmacy curriculum

摘要: Abstract Background Few reports exist that describe incorporation and evaluation of advocacy-related curricula in pharmacy programs. Our objective was to demonstrate the design, delivery, impact incorporating structured assessments within existing curriculum emphasize advocate learning outcome. Materials methods Assignments two courses third professional year Bachelor Science Pharmacy program were assessed. One course incorporated a signature assignment required students reflect on patient adherence then develop ten-minute presentation communicate strategy address challenges national policymaker. The second emphasized advocacy through care role-plays. A standardized rubric designed assess elements across both courses. pre- post-intervention student survey administered capture perceptions regarding importance practice. Results In total, 23 assessed Students achieved median three four-point scale each four element domains course. No significant differences noted for any between ( P > 0.05). Student practice positive, >50% agreed they would be more likely participate activities after completion assignments. Conclusion Incorporation advocacy-based assignments provides an opportunity curricular needs ensuring knowledge, skills, attitudes. this study can applied programs worldwide seeking outcome measures.