Saraswathi Simansalam
Objective. The main objectives of this study were to determine whether the use of structured framework and role-plays improved students’ ability and self-confidence to counsel for self-care nonprescription drug therapy.
Methods. The QuEST SCHOLAR framework and 5 sessions of role-play were incorporated into “Nonprescription Drugs” course for the academic year of 2010/2011. Counseling ability of the intervention group was assessed based on their scores of the role-plays and OSCE. Students’ pre- and post-intervention self-confidence levels in the intervention group were assessed using 15-item questionnaires. Mean OSCE scores of the intervention group were compared to the control group’s mean scores.
Results. The mean scores for the role-play improved from 15.78 for the first role-play to 25.42, 28.62, 28.66 and 27.88 for the subsequent role-plays respectively. Students’ mean self-confidence level in the intervention group improved from 2.37+0.11 to 3.73+0.13 (p<0.001), at pre- and post-intervention respectively. The mean scores for OSCE in the intervention group was significantly higher than control group’s, 75.49+9.67 vs 56.35+7.06 (p<0.001), respectively.
Conclusion. Incorporation of QuEST SCHOLAR and role-plays significantly improved students’ self-confidence and ability to counsel for nonprescription drug therapy.
