INTRODUCTION: Competent pharmacy practice requires proficiency in communicating pharmacotherapy information, literature, and recommendations to healthcare professionals. Given the limited research on how these skills are taught, a seminar course in the third year of the curriculum designed to strengthen the above skills and abilities was evaluated.

RESEARCH QUESTION OR HYPOTHESIS: Impact of a seminar course on students’ self‐perceived confidence in communication and drug literature evaluation skills?

STUDY DESIGN: A prospective, pre and post cohort survey design.

METHODS: Students were informed of study's intent with participation voluntary and not affecting their course grade. Students received the same survey at semester's beginning and end. The 26‐question survey assessed self‐perceived confidence in various specifics of communication and literature evaluation using a 5‐point, Likert‐type strongly disagree‐strongly agree scale. In addition, demographic information and students’ previous experience and current internship experience was collected. Descriptive statistics and paired and Student's t‐test were used to assess the research question and comparisons based on student demographics.

RESULTS: Sixty‐eight of a possible 91 students (75% response rate) completed both the pre and post survey. The remaining students either did not participate or only filled out one of the two surveys. Overall, students slightly agreed they were confident in their communication and literature evaluation skills in the pre‐course evaluation, with communicating drug interactions as the least confident area. Post‐course, they were significantly more confident in all but four of 20 measured areas. By comparison, there was no statistically significant difference between any measured demographic (gender, age, previous degree, intern experience, and course grade).

CONCLUSION: The seminar course resulted in a positive change in students’ perception of confidence to communicate with healthcare professionals and ability to evaluate drug literature.