Table 1 Examples of student change over three iterations
| Â | Student reflection on their performance | Student's partner observation on their performance | Assessor comments about student performance |
|---|---|---|---|
First example (M7) | |||
1st session (M7 and P7) | " I felt that I took on the lead role with the discussion with the patient at the end. This was not my intention as I wanted it to be a more open discussion between the 3 of us but inadvertently was drawn into it" (M7, R1) "I Will attempt to allow the other HCP to take the lead/share the decision and discussion at the end" (M7, R1) | " Due to my lack of experience with discharge letters and my shy personality, I did not contribute as much as I would have liked to" (P7,R1) " I observed and let the other student guide me through the session and in doing this, learnt a lot" (P7, R1) " I wanted to speak during the consultation however I felt rude butting in when the other student was speaking and didn't get much of an opportunity to speak." (P7,R1) | "Quite verbose at times which could be perceived as somewhat overwhelming. A quieter personality may struggle to feel they would be heard or could contribute" (IPA1,M7) |
2nd session (M7 and P2) | We worked well as a team and had a clear agenda for the consultation with the patient" (M7, R2) "Clear communication with the pharmacist regarding important medication changes, particularly in the context of the case" (M7, R2) | "I thought that was quite nice like there was a lot of collaboration" (P2, I) | "More restrained communication than previous session. Gave space for MPharm student to ask questions, clarify and pose suggestions" (IPA2, M7) |
3rd session (M7 and P9) | "I think I got a lot better at the shared communication aspect, particularly in the first one" (M7, I) "Have a more dynamic approach to it and address each other's issues, rather than inadvertently do what I did, which is the worst thing you could possibly do, and just go in and take control, which is a horrendous way to do it. Never do that, ever. " (M7, I) | " but I think it was hard for me to give my opinion because they were talking a lot so I felt rude to interrupt them but I think they realised" (P9, I) | "Worked well with MPharm student with a very friendly and easy approach. There was a good discussion between the two students as they considered each other’s opinions and contributions" (IPA3, M7) |
Second Example (P7) | |||
1st session (P7 and M7) | "Due to my lack of experience with discharge letters and my shy personality, I did not contribute as much as I would have liked to, especially during the consultation" (P7, R1) "I plan to contribute more to the session and ensure I have time to speak to the patient during the consultation. I would like to come across more confident" (P7, R1) | "I felt that I took on the lead role with the discussion with the patient at the end. This was not my intention as I wanted it to be a more open discussion between the 3 of us but inadvertently was drawn into it" (M7, R1) | "The MPharm student did not contribute to the patient consultation, which is a shame because it gave the impression of professional boundaries/hierarchies" (IPA1, P7) |
2nd session (P7 and M2) | "I demonstrated confidence and gave equal input as the other student" (P7, R2) " I find it challenging to be assertive, it was hard for me to explain the importance of medication adherence to the patient, however I think I managed this well" (P7, R2) | " I worked well with the MPharm student in this session and clarified more about her background and what she wanted to cover in our discussion than I had in the first session" (M2, R2) | " Worked well with MBBS student. Easy flow of conversation and management of the case. Assertive and directive in managing the case" (IPA2, P7) |
3rd session (P7 and M6) | "I think what went well was just being open with working with each other, and not being stuck in your own ways, being open to change and looking at how you can improve more as a team, rather than individually" (P7, I) | " Together we can provide a really balanced discussion with the patient and reassure them on a safe discharge" (M6, I) | " Engaged and listened well to the MBBS student and shared thoughts and perspectives easily. Was open to discuss how to manage the patient consultation. Was warm with the patient and responded appropriately to the patient concerns" (IPA3, P7) |