A structured approach for teaching students to counsel self-care patients.
OBJECTIVE
To determine whether the use of a structured interviewing framework improved students' ability to treat self-care patients.


METHODS
First-professional year pharmacy students (P1) in their first quarter of Pharmacy Practice Skills Development were taught self-care through a series of 4 modules. In each module students' content knowledge and application were assessed using quizzes and role-play scenarios, respectively. During the second module, a structured interview model (QuEST process) was presented by the instructor and students were tested on the same content and role-play used in module 1.


RESULTS
Sixty-four students completed the 4 self-care modules. Quiz scores improved from the first to the second module (75.8% vs. 88.4%, p < 0.001). Mean role-play scores also significantly improved after learning the QuEST process.


CONCLUSIONS
The QuEST process is an effective tool to teach students how to counsel patients with self-care issues.
Buring
Shauna M
SM
University of Cincinnati College of Pharmacy, Cincinnati, Ohio, USA. shauna.buring@uc.edu
Kirby
James
J
Conrad
Wayne F
WF
D002983:Clinical Competence / Q000592:standards; D003479:Curriculum / Q000592:standards; D006801:Humans; D010353:Patient Education as Topic / Q000379:methods* / Q000592:standards; D012648:Self Care / Q000379:methods* / Q000592:standards; D013339:Students, Pharmacy; D013663:Teaching / Q000379:methods* / Q000592:standards