Standardization of the teaching process and assessment of its impact on the preparation of future pharmacists for the role of patient educator

The transformation of a pharmacist’s role from that of a drug dispenser to an advisor and patient educator, partially accelerated by the COVID-19 pandemic, requires a thorough change in the pharmacy curriculum. Therefore, in our study, we proposed an intervention using a simulation method (peer role play) in teaching pharmaceutical care, and we assessed its impact on students’ levels of self-perceived confidence and self-efficacy in accordance with Bandura’s theory. The aim of the study was to verify whether the introduction of these types of classes could be a useful element of pharmacy curriculum renewal. The questionnaire-based study was conducted at Poznan University of Medical Sciences in Poland on a group of 85 people, 22 of whom were men and 68 women. The average age of the respondents was 23.59 +/- 1.15. All of them were pharmacy students, and 4 of them additionally studied in another field. 54 people had previously participated in classes conducted using the simulation method.The questionnaire consisted of two surveys: the General Self-Efficacy Scale (GSE) and a pre-post self-assessment and self-efficacy questionnaire (prepared by authors). The peer role-play active teaching method was found to be a cost-effective method allowing for an increase in the self-assessment and self-efficacy of pharmacy students in a diabetic patient pharmaceutical care. The dataset includes tables presenting data obtained from surveys and the results of statistical calculations, as well as a survey prepared by the authors regarding self-assessment of skills, competences and self-efficacy.Please consult the readme.txt file for additional information.