Learning through self-reflection: understanding communication barriers faced by a cross-cultural cohort of pharmacy students

Abstract 

Objectives

Little is known about the communication barriers experienced by pharmacy students. The objective of this research was to enable students to reflect on their communication styles and barriers through the writing process.

Methods

Twenty-six critical incident student essays were purposefully selected from a culturally diverse cohort of fourth year (P-2) Doctor of Pharmacy students. Each student in the course was required to complete a critical incident essay as part of a course-related assignment.

Results

The data were analyzed using ATLAS.ti (ATLAST.ti GmbH, Berlin, Germany), a computer program that aids in the analysis of qualitative data. Three main themes emerged from the analysis: (1) Social communication barriers, (2) patient-focused or experiential communication barriers, and (3) environmental or structural communication barriers.

Conclusions

This study allowed students a forum to introspectively focus on their communication barriers. It also allows educators a window into the cognitive and affective communicative barriers experienced by pharmacy students.

Keywords: Learning, Self-reflection, Communication, Barriers, Pharmacy, Students