A Blended Learning Approach to Teaching Medication Use and Perspectives on Spirituality in Pharmacy Practice

Objective: This study aimed to assess students’ proficiency and perspectives regarding the role of spirituality in pharmacy practice using a blended learning approach. Methods: Students viewed online preclass videos on general spirituality and 5 major religions in the United States. Next, students attended an interactive lecture followed by a simulated counseling session. Lastly, students completed an anonymous, 38-question, electronic perspective survey. The items were grouped into scales, and the results were compared using paired-sample t tests. Effect sizes were measured by Cohen's d. Additionally, students could opt to complete a reflection assignment on this activity as part of a concurrent course. A content analysis qualitative approach was utilized to assess these reflections. Results: All students (N = 125) completed the counseling session, and 113 (90.4%) completed the survey. The mean score on the counseling session rubric was 94.8%, demonstrating students’ skills in recognizing spiritual concerns in simulated patient interactions. All perspective scale scores indicated a statistically significant change from pre to post, with the greatest change demonstrated in empathic perspective-taking (medium effect), followed by anxiety and lack of multicultural self-efficacy, religious/spiritual openness, and desire to learn (small effects). Students agreed that the instruction helped prepare them as a pharmacist (mean = 5.41) and that hearing from people with authentic experiences was valuable (mean = 5.40). Major learning themes included individualizing care, respect for beliefs, learning about diverse backgrounds, and prohibited medications. Conclusion: Students performed well in counseling patients regarding medication-related spiritual needs using a blended learning approach. In addition, the students perceived an increase in empathy while addressing spiritual considerations in patient care.