Government Pavilion, C/ Padre Herrera s/n
Post Office Box 456
38200, San Cristobal de La Laguna
Santa Cruz de Tenerife - Spain
Switchboard Tel.: (+34) 922 31 90 00
Hours: Mon, 8:00 a.m. to 9:00 p.m.
Pharmacist-Patient Communication Skills
Pharmacist-Patient Communication Skills
Overview
The overall objective of the Pharmacist-Patient Communication Skills microcredential is to train students to communicate effectively, empathetically, and safely with patients, families, and other professionals, integrating helping relationship skills, emotional regulation, and conflict resolution into the daily practice of community pharmacy, in order to improve the quality of care, patient safety, and professional well-being.
The overall objective of the Pharmacist-Patient Communication Skills microcredential is to train students to communicate effectively, empathetically, and safely with patients, families, and other professionals, integrating helping relationship skills, emotional regulation, and conflict resolution into the daily practice of community pharmacy, in order to improve the quality of care, patient safety, and professional well-being.
To access the microcredential, you will need to:
a. Hold an official Spanish university degree or another degree issued by a higher education institution belonging to another Member State of the European Higher Education Area, attached to the branch of Health Sciences or to related qualifications directly related to the health field, which qualifies for access to master's level studies in the same.
b. Holding a degree issued by an educational system outside the European Higher Education Area without a validation or declaration of equivalence. In these cases, the academic director will submit a preliminary report to the Academic Committee, which will authorize or
Access will be denied. Under no circumstances will authorization imply the validation of the foreign degree, nor its recognition for any purpose other than pursuing postgraduate studies at the ULL.
c. Hold a Technician/equivalent qualification and demonstrate a minimum of five years' work experience in the pharmaceutical sector, especially in areas related to community pharmacy, social and healthcare or public health.
d. Students must be between 25 and 64 years of age on the date the training begins.
Academic program
– Teaching Unit 1.
The helping relationship in the healthcare setting. Factors influencing the request for help. Help in crisis situations.
– Teaching Unit 2.
Communication in the healthcare context.
– Teaching Unit 3.
Empathy and emotional regulation.
– Teaching Unit 4.
Interpersonal relationships. Conflict resolution strategies.
– Teaching Unit 5.
Prevention of psychosocial risks in healthcare professions: Addressing burnout.
The training activities to be carried out during the delivery of the micro-credential will be:
• Theoretical classes: expository, explanatory or demonstration sessions of the contents and
knowledge.
•: Practical classes: sessions of practical application of the content developed in the theoretical classes, through the resolution of exercises, problems or theoretical-practical scenarios.
• Seminars, workshops, or other complementary activities (discussion forums, simulations, etc.): monographic sessions that encourage student participation. These are supervised by the course instructors.
•Work: preparation of a study, essay, work… proposed in the subject, either individually or in a group following established guidelines.
• Independent work: independent and self-regulated activity of the student based on the
Documentation and guidelines proposed in the subject, preparation of classes and exams, preparation of final reports, internship reports…
• : Presentations, debates and defenses of works and projects: activity through which the
Students present work, exercises, projects… based on established criteria, demonstrating sufficiency and maturity in the acquisition of the planned competencies.
• Tutoring (individual, group…): activity in which the teaching staff attends to, facilitates and guides one or more students in the training process.
• Assessment: continuous assessment tests and final exams. Tests may be in person or virtual, and may be written, oral, or consist of practical exercises.
Regarding the way to organize the teaching to achieve the objectives set out in the micro-credential, the organizational modality summarized below will be followed:
• Lectures/expository method: presentation or explanation by the teaching staff.
• Seminars: carrying out exercises, solving problems or practical cases, others.
• Individual work: individual preparation of assignments/projects/reports, portfolio…
• Group work: group preparation of assignments, projects/reports…
• Personal study: preparing for tests, exams…
•Evaluation: written tests, oral tests, practical tests…
• Tutoring: instruction period in which teachers and students interact with the aim of reviewing and discussing materials and topics presented in class.
• Exhibitions, debates and presentation of works and projects: activities supervised by the teaching staff.
• Active methodologies: cooperative learning, project-based learning, flipped classroom, service learning, game-based learning, case studies, problem solving… These are aimed at making learning a participatory process and are based on student agency.
The microcredential will have an evaluation system (ES) based on the following evaluation tests:
• Objective tests (true/false, multiple choice, test type, fill-in-the-blank, ordering, etc.): These are measurement instruments that allow the evaluation of knowledge, abilities, performance, aptitudes,
etc. The answers are closed and objectivity is favored when correcting them.
• Short answer or brief tests: type of objective tests in which students do not elaborate on their answer and must respond to the specific information required.
• Case, exercise and problem solving: tests in which students must solve, in a reasoned manner, within a certain time, and according to the established criteria, the cases, exercises or problems posed by the teaching staff, with the aim of applying the knowledge acquired.
• Attendance, participation or attitude in teaching activities, seminars, tutorials, etc.: monitoring student attendance and participation in teaching activities, carrying out activities during teaching sessions.
•Works, memoirs, internship reports, written reports and projects: document prepared on a topic or activity carried out, following the instructions established by the teaching staff.
• Oral presentation and defense of topics, papers, etc.: oral presentation on a topic
This will correspond to the content of the micro-credential or to the results of a task, exercise, or project, followed by a discussion with the teaching staff. It can be done individually or in a group.
• Portfolio, journals, notebooks, or practice materials, etc.: a compilation of student work that demonstrates their progress and achievements. This compilation provides evidence of self-reflection.
• Observation techniques (records, checklists, attitude scales, etc.): application of methods to describe and record the manifestations of student behavior.
General information
Credits: 3 ECTS
Duration: 04/05/26 – 22/05/26
Teaching modality: Virtual
Location: Virtual campus of the University of La Laguna
Valued at: €217.50
The cost of tuition for this Microcredential will be subsidized by the 'Plan for the development of university microcredentials', investment 6 of component 21 of the Addendum to the 'Recovery, Transformation and Resilience Plan', financed by the European Union – Next Generation EU, year 2025.
Short courses available in various formats (in-person, online, or hybrid). Ideal for learning without interrupting your professional life.
Content created and delivered by professionals and experts in the field, designed for immediate application.
Endorsed by the University of La Laguna. You will receive an official ECTS certificate, valid in the European Higher Education Area.
Teaching staff
Professor of Social Psychology. Her research focuses on social cognition and intergroup relations, with a central line of inquiry dedicated to the study of dehumanization and its relationship to other psychosocial processes, such as empathy, mentalization, and attitudes toward different social groups. Her work also explores the relationship between these processes and well-being in professional contexts, especially in the healthcare sector, including variables such as burnout, job satisfaction, and decision-making in helping professions.
Assistant Professor with a PhD in Social Psychology. Her research focuses on the study of dehumanization processes and intergroup relations, especially in early developmental and socialization contexts. Her work analyzes how children perceive and attribute humanity to different social groups, as well as the relationship between prejudice, stereotypes, and dehumanization in intergroup dynamics.
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