QuickNav:
Search:   
 

  Journal Metadata Search: American Association of Colleges of Pharmacy - American Journal of Pharmaceutical Education

Title

The Dyadic Effect of Communication Apprehension: Theoretical and Pedagogical Implications (Galley)

View PDF

Author(s)

Bruce A. Berger and William A. Villaume

Journal

American Journal of Pharmaceutical Education

Vol. 61, No. 3 (1997)
DOI: aj6103235.pdf

ISSN

002-9459

Publisher

American Association of Colleges of Pharmacy

Abstract

Students in a required pharmacy communication course were administered the PRCA-24 (Personal Report of Communication Apprehension), which is a valid measure of state-like and trait-like communication apprehension, and assigned two pharmacist roles and two patient roles. Students choose their own partners for this graded (0-100) videotaped assignment. Student “pharmacists” must counsel student “patients” about a particular drug. The “patient” can then give the “pharmacist” feedback as to how he/she did, at which time the “pharmacist” may decide if he/she wants to repeat the counseling session. After the first assignment was graded, extensive feedback was given to each “pharmacist” and a second assignment is then completed. The purpose of this study was to examine if there are any dyadic effects associated with communication apprehension (CA). Is the counseling performance of the “pharmacist” affected not only by the CA of the “pharmacist,” but also by the CA of the “patient”? Students were recorded as high, medium or low CA using the 75th and 25th percentiles. The results (N=42 pairs) indicated that there was no significant difference between the assignment scores of high, low or medium CA’s individually. There was generally significant pairwise dependence within the role play dyads. The grades of one student on both assignments and the improvement between assignments are positively correlated with the scores of the student partner. However, using the pooled regression techniques of Kenny indicated that high CA’s in the H-H dyads scored significantly worse on assignment 1 (P<0.05) than any other individuals within pairs, indicating a major dyadic effect. Moreover, when focusing on improvement between the two assignments, the H-H dyads showed the most significant increase compared to other dyads (P<0.05). The L-L pair showed no increase. This pattern has major pedagogical implications.

Copyright © 2003 - 2006 American Association of Colleges of Pharmacy
1426 Prince Street, Alexandria, Virginia 22314
United States of America
Phone: (703) 739-2330 -- Fax: (703) 836-8982
www.aacp.org