Effectiveness of continuous self-assessments and reflections on communication skills using a rubric for pharmacy students

INTRODUCTION: We developed a Communication Rubric (CR) that enables pharmacy students to selfassess their communication skills throughout their university education. This study aimed to clarify the abilities cultivated and behavioral changes achieved through continuous reflection using the CR. METHODS: A total of 148 pharmacy students completed self-assessments and written reflections using the CR twice in both their first and third academic years. The CR consisted of seven items assessing basic communication skills and four items assessing professional interpersonal skills. Written reflections covered 3 categories. The content of reflections was evaluated using a four-level framework based on a Significant Event Analysis. Students were divided into high- and low-level reflection groups, and the relationship between reflection levels and CR scores was analyzed. RESULTS: CR scores significantly improved in all tertiary categories. CR scores were significantly higher in both third-year assessments than in the first first-year assessment, and also in the second third-year assessment than in the second first-year assessment. Reflection levels were significantly higher in the second third-year assessment than in both first-year assessments and the first third-year assessment. Moreover, in the third year, students with higher reflection levels had significantly higher CR scores. DISCUSSION: The CR served as a useful tool for pharmacy students to identify both their current communication skills and areas for improvement. It also appears to promote metacognitive and non-cognitive abilities, contributing to behavioral change in students.