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This work describes the effectiveness of a curriculum on first semester, first professional year pharmacy students’ ability to identify and demonstrate professionally specific caring behaviours. A one group, pre-post, quasi-experimental design was used to evaluate the application skills of students when provided patient case situations through use of a Professional Caring Behaviour Survey (PCBS). The PCBS was administered at baseline and at course end. An improvement in mean score from 24.65 to 27.54 was observed at (t=7:768; p < 0:001). The instrument was also administered to second, third and fourth year pharmacy students who had not received this learning design. The mean scores achieved for each academic cohort year (1st = 24.68; 2nd = 24.96; 3rd = 24.26; 4th = 24.31) were not significantly different (one-way ANOVA: p = 0.551; reliability = 0.71): This work suggests that explicit teaching of caring behaviours is necessary if we expect students to recognise and consider these behaviours as preferred when progressing through their professional education program.

Description and Assessment of an Early Curriculum to Teach Pharmacy Students Caring Behaviours