Studies in Sociology of Science
Vol.
1
, No.
1
,
2010
, pp. 67-72
ISSN
1923-0176
www.cscanada.net
www.cscanada.org
67
Communication Skills of Practicing Pharmacists
and Pharmacy Students
Rohaty M. Majzub
1
Maisarah M. Rais
2
Kamaruzaman Jusoff
3
Abstract:
Communication skills are of utmost importance to both students and
practicing pharmacists. In order to become successful pharmacists, one needs to
possess excellent communication skills to serve the clients. This study examined the
perception of 1st year pharmacy students who are currently enrolled in a course
entitled Communication Skills for Pharmacy. A sample of 21 students was identified
through purposive sampling. They were examined on a) the importance of
communication skills in ESP and b) their perceived abilities on the selected
communication skills. In addition, 21 practicing pharmacists were interviewed
through interview protocols regarding similar issues. The pharmacy students were
also involved in a focus group interview technique to gain insights into their
communication skills. The preliminary findings showed that whilst the majority of
students rated most communication skills as very important, the results also indicated
that they perceived having both moderate and lesser abilities in executing such skills.
A comparison with practicing pharmacists indicated that the latter have greater
abilities to practice communication skills in their daily professional lives. The latter
also highlighted that good communication skills has enabled them to (a) prescribe
drugs aptly (b) empathize with the clients frame of mind (c) sustain networking with
their clients. The findings have practical and educational implications in practicum,
curriculum and career development of pharmacists.
Keywords
:
communication skill; practicing pharmacist; pharmacy student
1
Faculty of Education, Universiti Kebangsaan Malaysia (UKM), 43600, Bangi, Selangor, Malaysia.
E-mail: rohatymajzub@yahoo.com.
2
Faculty of Language & Linguistic, Universiti Malaya, 50603 Kuala Lumpur, Malaysia.
E-mail:myra.rais@gmail.com.
3
Faculty of Forestry, Universiti Putra Malaysia, 43400 UPM Serdang, Selangor. Malaysia.
E-mail: kjusoff@yahoo.com.
﹡
Received on March 30, 2010; accepted on May 2, 2010
Rohaty M. Majzub; Maisarah M. Rais; Kamaruzaman Jusoff/Studies in Sociology of
Science
68
1. INTRODUCTION
A graduate’s ability to communicate effectively can greatly affect their career development in the future
workplace (Ena et al., 2010).
Communication in the area of health is consistently a central concern for
policy makers, economists, and academics (Schulz, 2008).
Similarly,
communication skills remain an
important factor in the field of pharmacy. Undoubtedly, Tindall et al. (1994) have explained this
succinctly by highlighting the needs for communication skills in pharmacy such as establishing ongoing
relationship between the pharmacists and patients, providing ways to ensure patient’s information and
ultimately, to improve the healthcare of the patient. These three reasons were to state the importance of
communication skills in pharmacy by indicating that without communication skills, pharmacists are
unable to achieve the goals of a pharmacist as a health provider to the patients or customers due to
inability of pharmacists to understand patients and their health problems, gain the patient’s trust as well
and engage patients to open up in their conversations.
To further illustrate the idea of Tindall et al (1994), good communication skills are stressed upon
pharmacists as it determines the grounds for trust in the pharmacist-patient relationship (McDonough &
Bennett, 2006). As quoted by McDonough and Bennett (2006, p.2), “…This relationship is built on the
foundation of trust and open exchange of information; it is a collaborative relationship. Pharmacy
students should understand the importance of this relationship…establishes a covenant between
pharmacist and patient…”
Besides that, Hargie et al. (2000, p.63) have stated that the quality of communication between
pharmacists and patient is essential in creating effective health care. In their research paper entitled
Pharmacists’ Evaluation of Key Communication Skills in Practice; they have quoted Cipolle by saying
“Care means communication and Quality care means quality communication”.
A study also showed that communication skills also showed to be one of the most important criterions
in selecting fresh intake for pharmacy students in many countries especially in the United States (Jones
et. al., 2000a, p68). They also pointed out that communication skills are needed in becoming a successful
pharmacist. As an example, in United States of America, in the latest version of PCAT (Pharmacy
College Admission Test), communication skills are assessed by reading comprehension as well as verbal
abilities (Jones et al. 2000b, p.68).
Hence, this research proposes that communication skills are indeed one of the most important and
compulsory components in ensuring a good career in pharmacy. However, communication skills are not
exclusively set for patients-pharmacists relationship only. Even, nurse reports of physicians who listened
effectively and used clear, humorous, immediate, and empathic messages were strongly related to nurses'
satisfaction in several contexts. Physicians' use of empathic messages emerged as a significant predictor
of nurses' satisfaction with communication, relationships, and collaborative medical practices (Melissa
et al., 2009). Physician humour and clarity were significant predictors of nurses' job satisfaction. As a
pharmacist, they are also involved in communicating with their colleagues or other doctors, physicians,
nurses, and also other staff. This research is also set out to look at the communication skills needed in
order for pharmacists to communicate with their co-workers, boss, and various members of the health
and non-health groups. Therefore, the objectives of the study were to examine the perceptions of
students and pharmacists about communication skills and determine whether there are significant
differences between the rating of pharmacists and pharmacy students.
2. METHODOLOGY
This research involves the use of both quantitative and qualitative methods. The quantitative methods
Rohaty M. Majzub; Maisarah M. Rais; Kamaruzaman Jusoff/Studies in Sociology of
Science
69
were executed by giving out questionnaires using the likert’s scale. Thus, the Practicing Pharmacists
Communication Survey (PPCS) questionnaires were administered to 30 second-year pharmacy students
and 30 pharmacists from varied backgrounds. The qualitative method employs methods such as personal
face-to-face interviews and focus group discussions. The personal face-to-face interviews were recorded
by either audio or video, and later transcribed word-per-word on paper. Interviews were conducted in the
vicinity of the pharmacist’s workplace and during their working hours around 10-20 minutes.
However, for the use of focus group discussions were employed for pharmacy students. These
students were divided into 4-5 people per group and were given a maximum of 40 minutes to discuss the
importance of communication skills and suggestions for the betterment of this research.
2.1 Sample
A total of
30 practicing pharmacists were randomly selected from the list of Registered Pharmacists in
Malaysia. In the sample, the practicing pharmacists are aged between 22-49 years old. 43% of the
respondents are in their 20s, 17% percent are in their 30s and only 10% belong in their 40s. The
practicing pharmacists vary in their profession: clinical and retail pharmacists. 29% of the practicing
pharmacists received their degree overseas from various countries such as Ireland, England and
Australia whilst the remaining 71% was awarded their Bachelors locally.
For the student sample, 30 pharmacy students were randomly selected from two universities in Klang
Valley namely Universiti Malaysa and Universiti Kebangsaan Malaysia. All of them belong in the
second year of their pharmacy course and aged between 20-23 years old.
2.2 Instrument
The instrument used in this study comprises of six constructs. These constructs were designed based on
the pharmaceutical literature Communication Skills in Pharmacy Practice 3
rd
. Edition by Tindall et al.
(1994). The six main themes of communication highlighted in this study are such as (a) Knowledge
which is about the perception of formal education and communication skills in general (b) Ethics (c)
Verbal Language (d) Body Language (e) Assertiveness and (f) Empathy. Each of these constructs has six
questions pertaining to the main theme. Thus, a total of 36 questions were asked in the Practicing
Pharmacists Communication.
2.3 Questionnaire Survey (PPCS)
Two separate sets of questionnaires were distributed to both pharmacists and pharmacy students. Even
though the phrasing for both sets are slightly different, the meaning itself has been preserved and would
not result into any confusion. In addition, the questionnaire for pharmacy students had separate sections
in whereby they are free to express any suggestions or opinions related to communication skills in
pharmacy.
The questionnaires were distributed to the pharmacy students after their focus group discussion and to
the pharmacists after ending their individual interviews. The validity of the questionnaire items were
verified by experts in Communication Skills and the Test-Retest Reliability with Alpha Cronbach’s
value of 0.80. The questionnaire was a pilot test for both pharmacists and pharmacy students. The pilot
test was conducted to gage the respondents’ understanding of the questionnaire.
2.4 Data Analysis
Quantitative data were analyzed using descriptive statistics such as min, standard deviation, mod and
median using the SPSS version 12. The differences between both groups (pharmacists and pharmacy
Rohaty M. Majzub; Maisarah M. Rais; Kamaruzaman Jusoff/Studies in Sociology of
Science
70
students) were determined using the T- Test. On the other hand, the qualitative data were discussed
according to arising themes and processed through. Interview narratives were transcribed and listened to
accordingly in order to distinguish the various importance and arising themes as described by the
interviewees.
3. RESULTS AND DISCUSSION
Figure 1 shows that students studying pharmacy rated all components of communication skills as more
of higher importance compared to the practicing pharmacists. However, both groups equally agreed that
knowledge and ethics should be of utmost importance. Furthermore, both groups rated body language as
of lower importance.
Figure 1: Differences in Mean (Pharmacy Students vs. Pharmacists)
Table 1 describes the responses of both pharmacists and students to communication skills according to
the six constructs. The t-test was used to find out whether significant differences in means exist between
the two groups of respondents. Table 1 show that the significant difference exists between pharmacists
and students in each of the domains. The table implies that generally students rated the six constructs
higher than pharmacists. The t-values are much lesser than the Alpha level set at 0.5. Thus, this means
that the differences are significant. In this study, all of the respondents rated the PPCS survey as
important (ranging from 3.9 – 4.7). In the qualitative data through means of interviews and focus group
discussions, there are major themes emerging. The two main themes gathered are (a) Importance of
Knowing the Lingua Franca of Patients and (b) The Difficulties in Communication Faced by
Pharmacists. Most interviewees believe that it is essential for people to know and also learn the Lingua
Franca of the patients. For an example, Respondent 1 said that “It is when you communicate with the
patient, especially when the patient does not understand what we are talking. For example, let us say we
have a foreigner or a Chinese old lady who can not understand in English or Malay.
“We have to tell them as simple as they can understand because if we explain to them completely they
would not understand. So we just told them as simple as possible” Another respondent mentioned that “I
think the most difficult communication skill to be carried out is the language barrier…because when we
encounter a patient who they prefer to use their dialect, for example in Cantonese, but not all Chinese
pharmacist know how to speak in Cantonese, so they could be one of the barrier. Maybe some India
patients they do not understand in Malay or Chinese but they only understand Tamil.” Thus, it remains a
vital issue for pharmacists to enhance their knowledge of other languages to overcome the language
barrier that might occur in the job. For another pharmacist, he argues that knowing one or two major
languages will not suffice in the daily life of a pharmacist, as pharmacists are most likely to encounter
more people with different backgrounds and many nationalities such as Bangladeshis, Koreans,
Rohaty M. Majzub; Maisarah M. Rais; Kamaruzaman Jusoff/Studies in Sociology of
Science
71
Indonesians to name a few. Thus, he suggested for pharmacists to take initiatives to learn languages in
order to help them in prescribing medicine. Students in one of the focus group also mentioned that
learning one or two more new languages are essential in making communication better as well as
building better rapport with patients. Both students and pharmacist felt that there are certain difficulties
faced in communication. In fact,
McDonough & Doucette (2003) emphasized the use of personal selling skills to
promote pharmacy services in
certain practice settings. Students need to be exposed to counseling
opportunities with patients who are self-treating a particular condition or symptom. This provides a great
‘‘teaching moment’’ for pharmacy preceptors because nonprescription drug/product consults provide a
unique opportunity for the student to triage a patient.
Table 1: Comparison between Pharmacists and Pharmacy Students in the Ratings of Construct
Group Statistics
t-Test for Equality of Means
Construct
Job
N
Mean
Std
Deviation
t
df
Sig.
(2-tailed)
*sig at
Alpha .05
a) Knowledge
Pharmacist
Student
30
30
4.1056
4. 7278
1.22199
.36746
-2.671
-2.671
58
34.202
.010
.012
b) Ethics
Pharmacist
Student
30
30
4.1333
4.7333
1.10242
.29230
-2.881
-2.881
58
33.057
.006
.007
c) Verbal
Pharmacist
Student
30
30
3.9111
4.3778
1.09223
.37122
-2.216
-2.216
58
35.611
.031
.033
d)Body
Language
Pharmacist
Student
30
30
3.9056
4.2500
1.08868
.51183
-1.568
-1.568
58
41.223
.122
.124
e)
Assertiveness
Pharmacist
Student
30
30
3.9111
4.3389
1.01684
.43215
-2.121
-2.121
58
39.145
.038
0.40
f) Empathy
Pharmacist
Student
30
30
4.0000
4.3222
.94989
.36602
-1.734
-1.734
58
37.426
.088
.091
A few items explored in detailed are (a) Difficulties in Projecting Body Language and (b) Difficulty in
Managing Tough Customers or Patients. A female pharmacist in her 30s responded that it is hard to
control body language as compared to verbal language. She explained that it is much easier to “Control
what you say, but not what you do- as you’re bound to project something subconsciously”. About 90% of
the students in the focus group discussion also found that they are having a hard time practicing good
body language skills. One of the reasons proposed by a respondent was because that it was a natural habit
for the person whilst having conversation. Some stated that it was their habit, or just merely were not
sure of what should be projected through their body language. Hence, they mentioned that formal
education should implemented for them to study the projection of body language or by having formal
training where they can attend workshops or deal with patients themselves.
4. CONCLUSION
Both groups think that communication skills are important in their general life as a pharmacist. Thus, this
paper shows that both pharmacists and students alike agree on the importance of communication skills to
not only benefit the lives of the patients as a main agenda, but also the members in their workplace as a
whole. Significant differences between the pharmacists and pharmacy students were recorded and
proved to be valid according to the Crombach value of lesser than 0.5. The importance attached to
communications skills were rated high by both groups although was rated higher by the students
studying pharmacy.
Rohaty M. Majzub; Maisarah M. Rais; Kamaruzaman Jusoff/Studies in Sociology of
Science
72
This study implies that curriculum and training for students to become professional practicing
pharmacists need to be regularly upgraded and revised. Special attention should be given to specific
skills that were rated lower. A great deal of reflection too needs to be given to the reasons why practicing
and experienced pharmacists interestingly rated the importance of communication skills lower.
Further work need to be conducted to verify these findings. Training workshops and refresher courses
should also be conducted to maintain and enhance the motivation of practicing pharmacists to excel in
their jobs. As perceptions, feelings and attitude affect productivity; professional trainings help to
counteract any weaknesses in the professional practice. In addition, further studies should be of a more
ethnographic involving participant observation to examine the issues deeply since the present study has
limitations with regards sample size and scope. An action research oriented approach can also be
planned to verify the exploratory findings from this present study. It is also recommended that customer
satisfaction be included as an important variable to be considered.
REFERENCES
Ena Bhattacharyya, Shahrina Md Nordin & Rohani Salleh. (2010). Internship Students’ Workplace
Communication Skills: Workplace Practices and University Preparation.
The International Journal
of Learning
,
Vol. 16, Issue 11
, pp.439-452.
Hargie, O. D. W., Morrow, N.C. & Woodman, C. (2000). Pharmacists’ Evaluation of Key
Communication Skills in Practice.
Patient Education and Counseling, Vol. 39
, pp. 61-70.
Jones, J., Krass, I., Holder, G.M., & Robinson, R. A. (2000). Selecting Pharmacy Students with
Appropriate Communication Skills.
American Journal of Pharmaceutical Education, Vol. 64
, pp.
68-73.
McDonough, R. P. & Bennett, M.S. (2006). Community Pharmacy: Improving Communication Skills of
Pharmacy Students Through Effective Precepting.
American Journal of Pharmaceutical Education,
No. 3, Vol. 70
, pp. 1-12.
McDonough R.P & Doucette W.R.(2003). Using personal selling skills to promote pharmacy services.
Journal of American Pharmacuetical Association
Vol. 43
. pp: 363-74.
Melissa Bekelja Wanzer, Ann M. Wojtaszczyk & Jill Kelly. (2009). Nurses' Perceptions of Physicians'
Communication: The Relationship Among Communication Practices, Satisfaction, and
Collaboration.
Health Communication, 1532-7027, Vol. 24, Issue 8
, pp. 683 – 691.
Schulz, P. (2008). Communication and Health.
Studies in Communication Science
.
Vol. 8 No. 2. Winter
2008
. pp: 379-386.
Tindall, W.N., Beardsley, R. S., & Kimberlin, C.L. (1994).
Communication Skills in Pharmacy Practice:
a Practical Guide for Students and Practitioners
3rd ed. USA: Lea & Febige.