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Cady EA, Dillon AJ, Bourland K, Rybakov I, Cluck DB, Veve MP. You'll have to call the attending: Impact of a longitudinal, "real-time" case-based infectious diseases elective on entrustable professional activities to enhance APPE readiness. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:102092. [PMID: 38670830 DOI: 10.1016/j.cptl.2024.04.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2023] [Revised: 04/02/2024] [Accepted: 04/13/2024] [Indexed: 04/28/2024]
Abstract
BACKGROUND AND PURPOSE Transitioning from the didactic to experiential setting is challenging for student pharmacists, perhaps due to lack of experiences providing "real-time" clinician interaction. We describe findings from a semester-long infectious diseases (ID) didactic elective that utilized a national cohort of preceptors and faculty across the United States to mimic clinician interaction and "real-time" ID management of various disease states. The mechanics of this elective provide a framework for others to implement to enhance advanced pharmacy practice experience (APPE) readiness. EDUCATION ACTIVITY AND SETTING Students enrolled in an ID elective course at a school of pharmacy participated in "real-time" acute care scenarios. They assisted in multidisciplinary management of a patient's infection, mimicking "rounds" on an APPE, via interaction with external pharmacist volunteers (playing the roles of other healthcare personnel). Additionally, students formally presented and discussed their cases within the class, further promoting learning while optimizing presentation skills. Pharmacist volunteers were surveyed to assess student performances as measured by four entrustable professional activities (EPAs). FINDINGS A total of 48 volunteer opportunities occurred during two course offerings. Results from 43 surveys were analyzed (90% response rate). Of those responses, 22/24 (92%) played the role of attending physician, and 19/24 (79%) played the role of technician. Volunteers agreed that students met the four EPAs evaluated (agreement was 85-100%). SUMMARY This semester-long elective provided "real-time" experience and feedback for pre-APPE students to enhance APPE readiness and reinforce EPAs. Students are likely to benefit from mimicked intra-professional interaction and augmented critical thinking skills that could be adapted to various disease states within pharmacy curricula.
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Affiliation(s)
- Elizabeth A Cady
- Southern Illinois University at Edwardsville School of Pharmacy, 200 University Park Dr., Edwardsville, IL 62025, United States of America.
| | - Austin J Dillon
- HSHS St. John's Hospital, 800 East Carpenter St, Springfield, IL 62769, United States of America.
| | - Kendra Bourland
- HSHS St. John's Hospital, 800 East Carpenter St, Springfield, IL 62769, United States of America.
| | - Ilya Rybakov
- Hancock Regional Hospital, 801 N. State Street, Greenfield, IN 46140, United States of America
| | - David B Cluck
- UVA Health, 1215 Lee Street, Charlottesville, VA 22903, United States of America
| | - Michael P Veve
- Wayne State University, College of Pharmacy, 259 Mack Ave, Detroit, MI 48201, United States of America.
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Oliveira TZ, de Rezende CZ, Cardoso HW, Nascimento SF, Cunha JPA, Lemos CA, Varallo FR, Pereira LRL. A Scoping Review of Pharmacists' and Pharmacy Students' Knowledge, Skills, and Attitudes in Medical Emergencies. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100606. [PMID: 37839555 DOI: 10.1016/j.ajpe.2023.100606] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2023] [Revised: 09/28/2023] [Accepted: 10/09/2023] [Indexed: 10/17/2023]
Abstract
OBJECTIVES Competence can be defined as a set of knowledge, skills, and attitudes. In a medical emergency scenario, competent pharmacists are increasingly required, mainly as a result of the expansion of professional functions in this context. Therefore, the objective of this study was to map the scientific evidence that shows the development of knowledge and/or skills, and/or attitudes in the training of pharmacists and pharmacy students to work in emergency care. FINDINGS The scoping review was conducted in the PubMed, Embase, Latin American and Caribbean Health Sciences Literature, Scopus, Web of Science, and Cumulative Index to Nursing and Allied Health Literature databases in January 2021, as recommended by the Joanna Briggs Institute. Our study retrieved 6276 files, and 31 articles met the inclusion criteria. It was observed that the studies were developed mainly in the United States of America and addressed the development and/or assessment of knowledge and skills, and training in cardiac emergencies. The most used teaching strategy was simulation, and the most used assessment strategy was feedback and/or debriefing. SUMMARY Publications involving the development of at least 1 domain of clinical competence have increased in the last decade. Thus, the mapping of studies has provided subsidies for identifying gaps in the teaching-learning process, as well as the identification of methodologies applied in the development and assessment of clinical competence for the referred population.
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Affiliation(s)
- Thalita Zago Oliveira
- University of São Paulo, School of Pharmaceutical Sciences of Ribeirão Preto, Department of Pharmaceutical Sciences, Ribeirão Preto, São Paulo, Brazil.
| | - Clara Zambon de Rezende
- University of São Paulo, School of Pharmaceutical Sciences of Ribeirão Preto, Department of Pharmaceutical Sciences, Ribeirão Preto, São Paulo, Brazil
| | - Higor Weslley Cardoso
- University of São Paulo, School of Pharmaceutical Sciences of Ribeirão Preto, Department of Pharmaceutical Sciences, Ribeirão Preto, São Paulo, Brazil
| | - Sofia Fernandes Nascimento
- University of São Paulo, School of Pharmaceutical Sciences of Ribeirão Preto, Department of Pharmaceutical Sciences, Ribeirão Preto, São Paulo, Brazil
| | - João Paulo Alves Cunha
- University of São Paulo, School of Pharmaceutical Sciences of Ribeirão Preto, Department of Pharmaceutical Sciences, Ribeirão Preto, São Paulo, Brazil
| | - Carla Assad Lemos
- University of São Paulo, School of Pharmaceutical Sciences of Ribeirão Preto, Department of Pharmaceutical Sciences, Ribeirão Preto, São Paulo, Brazil
| | - Fabiana Rossi Varallo
- University of São Paulo, School of Pharmaceutical Sciences of Ribeirão Preto, Department of Pharmaceutical Sciences, Ribeirão Preto, São Paulo, Brazil
| | - Leonardo Régis Leira Pereira
- University of São Paulo, School of Pharmaceutical Sciences of Ribeirão Preto, Department of Pharmaceutical Sciences, Ribeirão Preto, São Paulo, Brazil
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Phanudulkitti C, Puengrung S, Meepong R, Vanderboll K, Farris KB, Vordenberg SE. A systematic review on the use of virtual patient and computer-based simulation for experiential pharmacy education. EXPLORATORY RESEARCH IN CLINICAL AND SOCIAL PHARMACY 2023; 11:100316. [PMID: 37635840 PMCID: PMC10450516 DOI: 10.1016/j.rcsop.2023.100316] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/28/2023] [Revised: 08/05/2023] [Accepted: 08/05/2023] [Indexed: 08/29/2023] Open
Abstract
Background Simulation use is rapidly expanding, with technologies like virtual patients (VPs) and computer-based simulation (CBS) allowing for educators to equip pharmacy students with the necessary skills that are aligned with the demands and expectations of a practicing pharmacy professional. These technologies enable pharmacy students to be exposed to challenging or infrequent patient case scenarios in an authentic pharmacy setting. This allows for the reinforcing of care processes and for techniques and crucial skills to be applied. Aim of the study To consolidate the existing evidence regarding the utilization of VPs and CBS in preparing and supporting students in pharmacy experiential education and evaluate the effectiveness of these approaches in enhancing student pharmacists' learning outcomes, including knowledge, skills, confidence, enjoyment, and engagement. Methods Five electronic databases were searched using combined keyword and indexing terms (when available) with Boolean operators for the literature search. Studies that reported or investigated the use of VPs and CBS in pharmacy experiential education were included. Data on study design, demographics of participants, information on the interventions, course/skills, primary and secondary outcomes, and qualitative findings were extracted. Results A total of 911 unique articles were initially identified and filtered down to 19 articles fitting within the inclusion criteria. The selected 19 articles involved student pharmacists (Y1-Y5) and pre-registered pharmacists from ten countries. Simulation tools were used in various pharmacy courses, including Advanced Pharmacy Practice Experience (APPE), Advanced Pharmaceutical Care II, and Medication Management. Implementing these tools in pharmacy experiential education demonstrated a statistically significant improvement in student knowledge (p < 0.05). Most students agreed/strongly agreed that practicing with virtual patient cases enhanced their clinical reasoning, counseling skills, confidence in communication, and attitudes toward the courses. Conclusions This systematic review supports the use of VPs and CBS in pharmacy experiential education and provides practical recommendations for educators including selecting suitable tools, implementing them strategically within courses, integrating them with existing activities, and considering financial and IT support.
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Affiliation(s)
- Chamipa Phanudulkitti
- Faculty of Pharmaceutical Sciences, Burapha University, 169 Long Had Bangsaen Rd, Saen Suk, Chon Buri District, Chon Buri 20131, Thailand
| | - Surangkana Puengrung
- Independent Researcher, 502 Charunsanitwong 79, Bangphlat District, Bangkok 10700, Thailand
| | - Rittnarong Meepong
- Faculty of Pharmaceutical Sciences, Burapha University, 169 Long Had Bangsaen Rd, Saen Suk, Chon Buri District, Chon Buri 20131, Thailand
| | - Kathryn Vanderboll
- Taubman Health Sciences Library, University of Michigan, 1135 E Cahterine St, Ann Arbor, MI 48109-5726, United States of America
| | - Karen Bell Farris
- University of Michigan College of Pharmacy, 428 Church St, Ann Arbor, MI 48109-1065, United States of America
| | - Sarah E. Vordenberg
- University of Michigan College of Pharmacy, 428 Church St, Ann Arbor, MI 48109-1065, United States of America
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Roberts J, Zhong Q, Linger R. Integrating Foundational and Clinical Science Remotely by Combining Team-Based Learning and Simulation. MEDICAL SCIENCE EDUCATOR 2023; 33:925-934. [PMID: 37546193 PMCID: PMC10403461 DOI: 10.1007/s40670-023-01817-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 05/31/2023] [Indexed: 08/08/2023]
Abstract
Integrating foundational and clinical science in medical and other professional healthcare degree programs has been well established as a means to enhance learning. However, implementation remains challenging, and a significant gap exists in guidance for non-professional degree programs to effectively accomplish both types of integration. Additionally, many modalities described in the literature are resource-intensive, scale poorly to larger groups, and are widely inaccessible. We present an online modality combining team-based learning and a simulation-based learning experience that fosters vertical and horizontal integration of physiology, pharmacology, and clinical science. The tools utilized include a vital sign simulator, video conferencing software, and a document-sharing platform. The activity demonstrated improved knowledge comparing pre- and posttests and evidence that the activity helped students integrate physiology, pharmacology, and clinical medicine. The novel structure is effective and accessible, uses open-source software and standard equipment available to most undergraduate and graduate faculty, and is adaptable to in-person, hybrid-remote, and fully remote delivery. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01817-9.
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Affiliation(s)
- Joel Roberts
- Master of Science in Biomedical Sciences Program, Rocky Vista University, Englewood, CO 80112 USA
| | - Qing Zhong
- Department of Biomedical Sciences, Rocky Vista University, Ivins, UT 84738 USA
| | - Rachel Linger
- Department of Biomedical Sciences, Rocky Vista University, Englewood, CO 80112 USA
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Gharib AM, Peterson GM, Bindoff IK, Salahudeen MS. Potential Barriers to the Implementation of Computer-Based Simulation in Pharmacy Education: A Systematic Review. PHARMACY 2023; 11:pharmacy11030086. [PMID: 37218968 DOI: 10.3390/pharmacy11030086] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2023] [Revised: 05/11/2023] [Accepted: 05/12/2023] [Indexed: 05/24/2023] Open
Abstract
Computer-based simulation (CBS) is an interactive pedagogical training method that has seen increased interest, especially in recent years. There is some evidence that CBS in pharmacy education is not as widely adopted compared to other healthcare disciplines. Pharmacy education literature to date has not specifically discussed the potential barriers which may cause this uptake challenge. In this systematic narrative review, we attempted to explore and discuss potential barriers that may impact the integration of CBS in pharmacy practice education and provide our suggestions to overcome them. We searched five major databases and used the AACODS checklist for grey literature assessment. We identified 42 studies and four grey literature reports, published between 1 January 2000 and 31 August 2022, which met the inclusion criteria. Then, the specific approach of Braun and Clarke for thematic analysis was followed. The majority of the included articles were from Europe, North America, and Australasia. Although none of the included articles had a specific focus on barriers to implementation, thematic analysis was used to extract and discuss several potential barriers, such as resistance to change, cost, time, usability of software, meeting accreditation standards, motivating and engaging students, faculty experience, and curriculum constraints. Ad- dressing academic, process, and cultural barriers can be considered the first step in providing guidance for future implementation research for CBS in pharmacy education. The analysis suggests that to effectively overcome any possible barriers to implementing CBS, different stakeholders must engage in careful planning, collaboration, and investment in resources and training. The review indicates that additional research is required to offer evidence-based approach and strategies to prevent overwhelming or disengaging users from either learning or teaching process. It also guides further research into exploring potential barriers in different institutional cultures and regions.
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Affiliation(s)
- Ahmed M Gharib
- School of Pharmacy and Pharmacology, University of Tasmania, Hobart, TAS 7005, Australia
| | - Gregory M Peterson
- School of Pharmacy and Pharmacology, University of Tasmania, Hobart, TAS 7005, Australia
| | - Ivan K Bindoff
- School of Pharmacy and Pharmacology, University of Tasmania, Hobart, TAS 7005, Australia
| | - Mohammed S Salahudeen
- School of Pharmacy and Pharmacology, University of Tasmania, Hobart, TAS 7005, Australia
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Computer-Based Simulators in Pharmacy Practice Education: A Systematic Narrative Review. PHARMACY 2023; 11:pharmacy11010008. [PMID: 36649018 PMCID: PMC9844304 DOI: 10.3390/pharmacy11010008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2022] [Revised: 12/23/2022] [Accepted: 12/29/2022] [Indexed: 01/05/2023] Open
Abstract
Computer-based simulations may represent an innovative, flexible, and cost-efficient training approach that has been underutilised in pharmacy practice education. This may need to change, with increasing pressure on clinical placement availability, COVID-19 restrictions, and economic pressures to improve teaching efficiency. This systematic narrative review summarises various computer-based simulations described in the pharmacy practice education literature, identifies the currently available products, and highlights key characteristics. Five major databases were searched (Medline, CINAHL, ERIC, Education Source and Embase). Authors also manually reviewed the publication section of major pharmacy simulator websites and performed a citation analysis. We identified 49 studies describing 29 unique simulators, which met the inclusion criteria. Only eight of these simulators were found to be currently available. The characteristics of these eight simulators were examined through the lens of eight main criteria (feedback type, grading, user play mode, cost, operational requirement, community/hospital setting, scenario sharing option, and interaction elements). Although a number of systems have been developed and trialled, relatively few are available on the market, and each comes with benefits and drawbacks. Educators are encouraged to consider their own institutional, professional and curriculum needs, and determine which product best aligns with their teaching goals.
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Norville K, Philip A, Halford Z. The design, implementation and evaluation of hybrid cancer clinic simulations: Escaping the norm. J Oncol Pharm Pract 2023; 29:162-169. [PMID: 34918554 DOI: 10.1177/10781552211063811] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
INTRODUCTION Simulation and gamification are two popular educational tools utilized to enhance student learning and engagement. This study aimed to evaluate the effectiveness of integrating a hybrid cancer clinic simulation into the curricula for third-year pharmacy (P3) students. METHODS This prospective, single-arm pilot study incorporated a mixed-method learning activity involving patient simulation and escape room elements. Two cancer clinic simulations were developed by faculty members. For each clinic, students were randomly divided into 6 groups and tasked with completing a series of Pharmacist Patient Care Process (PPCP) activities involving patient actors. The PPCP activities were interwoven with engaging puzzles and games to simulate an escape room. Student learning and retention was measured by pre- and post-simulation quizzes and course level exams. A perceptions survey was administered after each simulation activity. RESULTS Thirty-six students participated in both cancer clinic simulations, with 100% completing all aspects of the study. Mean student quiz scores improved from 61.4% to 81.7% (p < 0.0001) and 52.6% to 81.8% (p < 0.0001) following the first and second simulations, respectively. Exam performance improved for 16 out of 19 exam questions, with a significant increase in 4 questions (p < 0.05). Students overwhelmingly agreed that the cancer clinic simulations 1) reinforced knowledge, 2) facilitated PPCP, 3) improved their ability to make chemotherapeutic recommendations, 4) enhanced problem-solving skills, and 5) encouraged collaboration. CONCLUSION This innovative hybrid simulation enhanced oncology-related knowledge and supported an interactive environment that improved student confidence and teamwork. Students enjoyed the simulations and recommended continuation for all future cohorts.
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Affiliation(s)
| | - Ashok Philip
- 4107University of Arkansas for Medical Sciences, College of Pharmacy, Markham, AR, USA
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Woodruff AE, Chilbert MR, Prescott WA, Wilcox N, Marzouk O, Prescott GM, Slazak EM. Implementation and Assessment of a Heart Failure Virtual Patient Simulation in a Required Pharmacotherapy Course. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2022; 86:8650. [PMID: 34697012 PMCID: PMC10159431 DOI: 10.5688/ajpe8650] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Accepted: 09/08/2021] [Indexed: 05/06/2023]
Abstract
Objective. To assess second year Doctor of Pharmacy students' academic performance in and perceptions of a heart failure (HF) virtual patient simulation used in a required pharmacotherapy course.Methods. A heart failure virtual patient simulation was created to augment heart failure pharmacotherapy course material at the University at Buffalo School of Pharmacy and Pharmaceutical Sciences in the fall of 2019. This was a retrospective, pre-post observational cohort study. The primary objective was to compare student performance on heart failure pharmacotherapy examination questions in a cohort of students who completed a virtual patient simulation in 2019 compared to a control cohort who completed a paper-based case activity in 2018. Student perceptions of the simulation experience were assessed via electronic survey.Results. Students completed either the virtual patient simulation (n=122) or a paper-based case activity (n=123). Overall, the proportion of correctly answered heart failure pharmacotherapy examination questions was 83.3% in the virtual simulation group compared to 79.2% in the paper-based case group. Survey results indicated that students would prefer that the virtual patient simulation be incorporated in the pharmacotherapy curriculum.Conclusion. Use of a heart failure virtual patient simulation was associated with improved examination performance and was well received by students.
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Affiliation(s)
- Ashley E Woodruff
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
| | - Maya R Chilbert
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
| | - William A Prescott
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
- Editorial Board Member, American Journal of Pharmaceutical Education, Arlington, Virginia
| | - Nicole Wilcox
- Children's Hospital of Richmond, Virginia Commonwealth University Health System, Richmond, Virginia
| | - Omar Marzouk
- Dana-Farber Cancer Institute, Boston, Massachusetts
| | - Gina M Prescott
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
| | - Erin M Slazak
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York
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Mazan J, Komperda K, D'Souza J. Effects of virtual simulation on student pharmacists' ability to assess self-care patient cases. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:863-869. [PMID: 35914847 DOI: 10.1016/j.cptl.2022.07.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2021] [Revised: 05/12/2022] [Accepted: 07/06/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION The use of simulation is recognized as an effective means to teach skills necessary for pharmacy practice. It is essential these educational activities are evaluated. The purpose of this study is to evaluate the effectiveness of virtual simulation on student pharmacists' ability to assess and formulate a plan for patients seeking self-care. METHODS In a third-year course, student pharmacists are assessed on their abilities to assist a patient seeking self-care. This assessment is a standardized patient (SP) case graded using a checklist. Previously, students prepared by participating in workshops and lectures only. In 2017, students continued workshops and lecture, but MyDispense virtual exercises were also assigned. Student performance after using MyDispense was compared to the previous year's students. Each student was assigned one of six different cases for the SP assessment. The maximum possible score was 20. Statistics used were chi-square, Fischer's exact, and t-test. RESULTS Data from 135 students in the intervention group were compared to 178 students in the control group. No differences were detected between the mean total scores of all cases when the intervention group was compared to the control group (16.89 vs. 17.22, respectively). A significant difference was only detected for Case 4 (15.91 vs. 18.02, intervention vs. control respectively, P < .001). Significant differences on the grading checklist were identified for six items. CONCLUSIONS Virtual simulation may impact student pharmacists' ability to assist patients seeking self-care recommendations. However, not all changes identified were positive.
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Affiliation(s)
- Jennifer Mazan
- Pharmacy Practice, Midwestern University College of Pharmacy, Downers Grove, 555 31st Street, Downers Grove, IL 60515, United States.
| | - Kathy Komperda
- Pharmacy Practice, Midwestern University College of Pharmacy, Downers Grove, 555 31st Street, Downers Grove, IL 60515, United States.
| | - Jennifer D'Souza
- Pharmacy Practice, Midwestern University College of Pharmacy, Downers Grove, 555 31st Street, Downers Grove, IL 60515, United States.
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Korayem GB, Alshaya OA, Kurdi SM, Alnajjar LI, Badr AF, Alfahed A, Cluntun A. Simulation-Based Education Implementation in Pharmacy Curriculum: A Review of the Current Status. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:649-660. [PMID: 35801134 PMCID: PMC9255713 DOI: 10.2147/amep.s366724] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/17/2022] [Accepted: 06/20/2022] [Indexed: 05/31/2023]
Abstract
Simulation-based education (SBE) is a fundamental teaching method that complements traditional teaching modalities. SBE has improved students' knowledge, understanding, and numerous essential skills within undergraduate pharmacy education, similar to traditional teaching methods. However, SBE has become crucial for developing students' teamwork, decision-making, and communication skills. Even though the Accreditation Council for Pharmacy Education (ACPE) has acknowledged the benefit of SBE in interprofessional education (IPE) and the introductory pharmacy practice experience (IPPE). This article provides evidence that SBE can be effective beyond that. This narrative review is focused on the literature related to SBE modalities and the assessment methods of student learning outcomes in the undergraduate pharmacy curriculum. The review illustrates that SBE is an effective teaching method that could be utilized within the pharmacy curriculum. The review also could help pharmacy educators decide on the best modality and placement of integrating patient simulation within the pharmacy curriculum. Combining multiple simulation techniques may be the best way to achieve the desired student learning outcomes.
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Affiliation(s)
- Ghazwa B Korayem
- Department of Pharmacy Practice, College of Pharmacy, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia
| | - Omar A Alshaya
- Department of Pharmacy Practice, College of Pharmacy, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia
- Pharmaceutical Care Services, King Abdulaziz Medical City, Ministry of National Guard Health Affairs, Riyadh, Saudi Arabia
- King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Sawsan M Kurdi
- Department of Pharmacy Practice, College of Clinical Pharmacy, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia
| | - Lina I Alnajjar
- Department of Pharmacy Practice, College of Pharmacy, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia
| | - Aisha F Badr
- Pharmacy Practice Department, Faculty of Pharmacy, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Amjaad Alfahed
- Department of Pharmacy Practice, College of Pharmacy, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia
| | - Ameera Cluntun
- Curriculum and Training Department, Health Academy, Saudi Commission for Health Specialties, Riyadh, Saudi Arabia
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Counts S, Fairman KA. A "Virtual Pharmacy Shelf" to Enhance the Rigor and Efficiency of Standardized-Patient OSCEs for Over-the-Counter Medication Advice. MEDICAL SCIENCE EDUCATOR 2022; 32:63-67. [PMID: 35186433 PMCID: PMC8814265 DOI: 10.1007/s40670-021-01494-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 12/08/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Realistic simulation in health professional education can be costly or cumbersome. ACTIVITY A low-cost, tablet-based simulated "virtual shelf" of over-the-counter (OTC) medications, hyperlinked to Drug Facts labels, eliminated use of physical product boxes or printed drug lists in objective structured clinical examinations (OSCE) for Doctor of Pharmacy students learning to provide OTC advice. RESULTS AND DISCUSSION The application reduced instructor preparation and OSCE administration time by allowing students to tap product options instead of thumbing through medication lists. The shelf is realistic, easily updated, and transferable to other OSCEs when visual recognition is important or treatment options change frequently.
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Affiliation(s)
- Stephanie Counts
- Department of Pharmacy Practice, Midwestern University College of Pharmacy, Glendale, Glendale, AZ USA
| | - Kathleen A. Fairman
- Department of Pharmacy Practice, Midwestern University College of Pharmacy, Glendale, Glendale, AZ USA
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Evaluating the Effectiveness of the Computer-Based Education Platform, Pharmacy5in5, on Pharmacists’ Knowledge of Anticholinergic Toxicity Using a Randomized Controlled Trial. PHARMACY 2022; 10:pharmacy10010008. [PMID: 35076604 PMCID: PMC8788520 DOI: 10.3390/pharmacy10010008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2021] [Revised: 12/24/2021] [Accepted: 12/29/2021] [Indexed: 02/04/2023] Open
Abstract
Background: Computer-based education has been widely implemented in healthcare professional development education. However, there has been little examination of the potential for computer-based education to enhance pharmacists’ knowledge. This study aims to assess the effectiveness of computer-based education on improving pharmacists’ knowledge compared to printed education material. Methods: This study was a web-based randomized controlled trial. Participants were randomly allocated to either an intervention group where they had access to the computer-based education module on Pharmacy5in5.ca or to a control group where they had access to printed educational material. Knowledge gain was assessed using a pre- and post-knowledge test. Results: A total of 120 pharmacists were recruited and 101 completed the post-knowledge test (50/60 in the intervention group; 51/60 in the control group). Both groups showed a significant increase in knowledge gain (intervention group: pre-test mean score 19.35 ± 3.56, post-test mean score 22.42 ± 3.812, p value < 0.001; control group pre-test mean score 19.22 ± 3.45, post-test mean score 23.29 ± 3.087, p value < 0.001). However, the difference in knowledge change was not significant between the two groups (22.42 vs. 23.29, p value = 0.333). Conclusions: In this study, a computer-based education module enhanced pharmacists’ knowledge to a similar degree to printed education material. Efforts should be made to provide computer-based education as an option to support pharmacists’ professional development.
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Eiland LS, Chung AM, Fowlin JM. Improving Student Pharmacists' Learning Through the Use of Pediatric Simulation. J Pediatr Pharmacol Ther 2021; 26:815-820. [PMID: 34790071 DOI: 10.5863/1551-6776-26.8.815] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Accepted: 04/14/2021] [Indexed: 11/11/2022]
Abstract
OBJECTIVE The purpose of this study was to assess the effect of low-fidelity simulation on students' confidence, knowledge, and skills in pediatric physical assessments, and to compare students' interest ratings of topics and effectiveness of learning activities between students' who experienced simulation and those who did not. METHODS Within a pediatric elective, a vital signs and physical assessment activity was re-designed to incorporate a low-fidelity heart and breath sounds simulator. Students rated their confidence in completing 9 different physical assessment skills before and after the activity and assessment. Students' perspectives of the activity were also assessed. Course evaluation surveys were compared with prior course offerings (without simulation) to determine a change in students' interest ratings of the topic and effectiveness of learning activities. The Wilcoxon signed rank test, thematic analysis, and descriptive statistics were used to analyze outcomes. RESULTS All 106 second professional year students in the elective completed the pre- and post-simulation surveys and course evaluations for 3 offerings. Students' post-simulation average confidence scores increased statistically on all 9 skills compared with pre-simulation scores. All students agreed or strongly agreed "the lecture and simulation activity done in class helped me overcome challenges I had with learning the skill." Students (98%) successfully demonstrated competency on the formal assessment. Compared with previous course offerings, students reported higher interest ratings in the topics and instruction effectiveness when simulation was incorporated into the activity. CONCLUSIONS Low-fidelity simulation is an effective teaching and learning approach to increase students' confidence, knowledge, and interest in pediatric vital signs and physical assessment.
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Stäuble CK, Jeiziner C, Hersberger KE, Meyer zu Schwabedissen HE, Lampert ML. Pharmacogenetics in Pharmaceutical Care-Piloting an Application-Oriented Blended Learning Concept. PHARMACY 2021; 9:pharmacy9030152. [PMID: 34564559 PMCID: PMC8482083 DOI: 10.3390/pharmacy9030152] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2021] [Revised: 08/20/2021] [Accepted: 09/01/2021] [Indexed: 12/15/2022] Open
Abstract
To enable application-oriented training of Swiss pharmacists on pharmacogenetic (PGx) testing, an advanced, digital training program was conceptualized based on the Miller's Pyramid framework, using a blended learning approach. The PGx advanced training program included an asynchronous self-study online module, synchronous virtual classroom sessions with lectures and workshops, and a follow-up case study for in-depth applied learning including the analysis of the participants' PGx profile. The evaluation of the training program consisted of (a) an assessment of the participants' development of knowledge, competencies and attitudes towards PGx testing in the pharmacy setting; (b) a satisfaction survey including; (c) questions about their future plans for implementing a PGx service. Twenty-one pharmacists participated in this pilot program. The evaluation showed: (a) a significant improvement of their PGx knowledge (mean score in the knowledge test 75.3% before to 90.3% after training completion) and a significant increase of their self-perceived competencies in applying PGx counselling; (b) a high level of satisfaction with the training program content and the format (at least 79% expressed high/very high agreement with the statements in the questionnaire); (c) a mixed view on whether participants will implement PGx testing as a pharmacy service (indecisive 8; agreed/completely agreed to implement 7/1; disagreed 3 (n = 19)). We consider ongoing education as an important driver for the implementation of PGx in pharmacy practice.
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Affiliation(s)
- Céline K. Stäuble
- Biopharmacy, Department of Pharmaceutical Sciences, University of Basel, 4056 Basel, Switzerland;
- Pharmaceutical Care, Department of Pharmaceutical Sciences, University of Basel, 4001 Basel, Switzerland; (C.J.); (K.E.H.); (M.L.L.)
- Institute of Hospital Pharmacy, Solothurner Spitäler, 4600 Olten, Switzerland
- Correspondence:
| | - Chiara Jeiziner
- Pharmaceutical Care, Department of Pharmaceutical Sciences, University of Basel, 4001 Basel, Switzerland; (C.J.); (K.E.H.); (M.L.L.)
| | - Kurt E. Hersberger
- Pharmaceutical Care, Department of Pharmaceutical Sciences, University of Basel, 4001 Basel, Switzerland; (C.J.); (K.E.H.); (M.L.L.)
| | | | - Markus L. Lampert
- Pharmaceutical Care, Department of Pharmaceutical Sciences, University of Basel, 4001 Basel, Switzerland; (C.J.); (K.E.H.); (M.L.L.)
- Institute of Hospital Pharmacy, Solothurner Spitäler, 4600 Olten, Switzerland
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The International Pharmacy Game: A Comparison of Implementation in Seven Universities World-Wide. PHARMACY 2021; 9:pharmacy9030125. [PMID: 34287364 PMCID: PMC8293378 DOI: 10.3390/pharmacy9030125] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Revised: 07/07/2021] [Accepted: 07/09/2021] [Indexed: 11/21/2022] Open
Abstract
The utilization of serious games and simulations in health professional education has increased. The Pharmacy Game is one such concept that intersects gamification and simulation, in which pharmacy student teams competitively manage simulated pharmacies; a concept included in the pharmacy curricula of seven international universities. This study aimed to compare the implementation and conduct of the Pharmacy Game of participant universities and their students’ performance in the same educational task. Data were collected via a questionnaire completed by academic staff in April 2020, and the collation of results of the same patient case was conducted at each university (April 2020 to March 2021). The main results reflected differences in the game frequencies and the curricular approach (standalone or integrated course) and in the learning outcomes for the Pharmacy Game. Other differences were identified in the extent to which students of other professions were part of the game such as medical students or pharmacy assistants. Student case outcomes revealed similar strengths across the universities in patient communication and focus on safety, with variations identified as areas for improvement. Collation of the international utilization of the Pharmacy Game identified a broad spectrum of similar learning outcomes, inspiring a model of international core and aspirational learning outcomes. While the Pharmacy Game has been implemented with flexibility regarding the numbers of teams (4–10) and the duration of activity (12–36 days), all universities reported positive experiences and student outcomes, suggesting that the intervention represents a potential tool to deliver capstone learning experiences, promote interprofessional education, reinforce patient safety, and prepare pharmacy graduates for future practice.
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Development of innovative simulation teaching for advanced general practice clinical pharmacists. Int J Clin Pharm 2021; 43:817-824. [PMID: 34212305 DOI: 10.1007/s11096-021-01305-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2021] [Accepted: 06/27/2021] [Indexed: 10/21/2022]
Abstract
BACKGROUND Advanced General Practice Clinical Pharmacists (GPCPs) are expected to manage patients by undertaking clinical assessment then make safe, competent autonomous decisions. Simulation provides a safe learning environment to develop clinical skills, but is rarely used for postgraduate pharmacist development. AIM Design and deliver innovative simulation teaching to support Advanced GPCPs in Scotland. SETTING General Practice. DEVELOPMENT Experienced clinical pharmacy educators designed a simulation day with ten scenarios based on general practice clinical presentations. Learning objectives were mapped to the National Advanced GPCP competency framework. IMPLEMENTATION Simulation took place at the National Skills Education Hub, Louisa Jordan National Hospital, Glasgow, November 2020. Participants were briefed prior to each immersive simulation. Mannequins were used if clinical signs were expected to be identified on examination. Verbal and written feedback was given after each simulation. EVALUATION Pre and post simulation questionnaires were developed. Increase in confidence and competence were reported in all areas pertaining to application of consultation and clinical skills. Qualitative comments from the participants regarding the training course were also favourable with respondents highlighting the value of the training, especially in terms of developing confidence via the real-time feedback. CONCLUSION This innovative simulation evaluated as being of value to GPCPs in developing clinical confidence and competence when dealing with a variety of typical General Practice scenarios. Plans are underway to establish a Scottish Pharmacy Simulation Faculty which could support this training in each health board.
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Higbea A, Bald E, Isaacs AN, Richter SK, Stamm PL, Kassel LE. Forging ahead from adaptations of teaching during the
COVID
‐19 pandemic: Perspectives from multiple pharmacy programs. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2021. [DOI: 10.1002/jac5.1349] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Affiliation(s)
- Ashley Higbea
- Texas Tech University Health Science Center Jerry H. Hodge School of Pharmacy Dallas Texas USA
| | - Elizabeth Bald
- University of Utah College of Pharmacy Salt Lake City Utah USA
| | - Alex N. Isaacs
- Purdue University College of Pharmacy West Lafayette Indiana USA
| | - Sara K. Richter
- University of Health Sciences and Pharmacy in St. Louis St. Louis Missouri USA
| | | | - Lynn E. Kassel
- Drake University College of Pharmacy and Health Sciences Des Moines Iowa USA
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Andrews LB, Cardinale M, Dixit D. Integrating high fidelity patient simulation into a skills-based doctor of pharmacy curriculum: A literature review with focus on the bedrock pilot course. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:1320-1328. [PMID: 32867930 DOI: 10.1016/j.cptl.2020.06.008] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2020] [Revised: 06/02/2020] [Accepted: 06/14/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Simulation-based teaching is an effective instructional strategy gaining momentum in pharmacy education but remains variable across programs. This is the first known report depicting the development of a multifaceted, integrated simulation program during concurrent initiation of a new skills-based pharmacy curriculum. METHODS A significant infrastructure expansion created simulation areas whose availability corresponded with the initiation of a new skills-based curriculum. Integration of simulation occurred with existing personnel resources using area pilots. Pilots developed operational and educational design standards spanning the pre-simulation, simulation, and debriefing phases. The value of high-fidelity simulation pilots detailed here was assessed through both student survey and successful transference of tools to other courses. RESULTS The pilots developed core operational and educational design standards, super-user faculty groups, and created an operational director position, essential for simulation promulgation throughout the curriculum. In the high-fidelity patient simulation pilot, operational elements included mannequin and equipment procedures, best practices for faculty and confederate engagement, and formulary development. Educational design standards addressed objective development, session flow, team roles, and debriefing. A grading rubric template aligned goals and assessed outcomes. All elements were structured into a planning worksheet. Student survey reflected the perceived value of this pilot. CONCLUSIONS Operational support, integration coordination, and perceived value are all essential elements for successful curricular integration of simulation in a pharmacy curriculum. The pilots created the operational and educational structure establishing standards and defining required resources to sustain success. These pilots allowed for rapid curricular proliferation of simulation across the first and third professional years.
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Affiliation(s)
- Liza Barbarello Andrews
- The State University of New Jersey, Ernest Mario School of Pharmacy, Pharmacy Practice and Administration, 160 Frelinghuysen Road, Piscataway, New Jersey 08854, United States.
| | - Maria Cardinale
- The State University of New Jersey, Ernest Mario School of Pharmacy, Pharmacy Practice and Administration, 160 Frelinghuysen Road, Piscataway, New Jersey 08854, United States
| | - Deepali Dixit
- The State University of New Jersey, Ernest Mario School of Pharmacy, Pharmacy Practice and Administration, 160 Frelinghuysen Road, Piscataway, New Jersey 08854, United States
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Frenzel JE, Cernusca D, Marg C, Schotters B, Eukel HN. Design‐based
research: Studying the effects of an escape room on students' knowledge and perceptions. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2020. [DOI: 10.1002/jac5.1290] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Jeanne E. Frenzel
- College of Health Professions North Dakota State University Fargo North Dakota USA
| | - Dan Cernusca
- College of Health Professions North Dakota State University Fargo North Dakota USA
| | - Carolyn Marg
- College of Health Professions North Dakota State University Fargo North Dakota USA
| | - Brooke Schotters
- College of Health Professions North Dakota State University Fargo North Dakota USA
| | - Heidi N. Eukel
- College of Health Professions North Dakota State University Fargo North Dakota USA
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Andrews LB, Barta L. Simulation as a Tool to Illustrate Clinical Pharmacology Concepts to Healthcare Program Learners. CURRENT PHARMACOLOGY REPORTS 2020; 6:182-191. [PMID: 32837852 PMCID: PMC7324303 DOI: 10.1007/s40495-020-00221-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Purpose of Review Recent Findings Summary
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Affiliation(s)
- Liza Barbarello Andrews
- Pharmacy Practice and Administration, Ernest Mario School of Pharmacy, Rutgers, The State University of New Jersey, 160 Frelinghuysen Road, Piscataway, NJ 08854 USA
| | - Les Barta
- Ernest Mario School of Pharmacy, Rutgers, The State University of New Jersey, 160 Frelinghuysen Road, Piscataway, NJ 08854 USA
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Korayem GB, Alboghdadly AM. Integrating simulation into advanced pharmacy practice experience curriculum: An innovative approach to training. Saudi Pharm J 2020; 28:837-843. [PMID: 32647485 PMCID: PMC7335712 DOI: 10.1016/j.jsps.2020.06.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2020] [Accepted: 06/06/2020] [Indexed: 11/17/2022] Open
Abstract
Background The use of simulation-based education (SBE) in pharmacy education can help students acquire the essential clinical knowledge and skills for practice and can enhance patients' safety. Simulation-based training has been implemented in inter-professional education training, introductory pharmacy practice experiences, pharmacy residency training. Still, there is limited information in the literature that assesses the use of simulation in advanced pharmacy practice experience (APPE). Objective To evaluate the impact of integrating SBE into APPE on students' learning outcomes, training costs, and satisfaction. Method This study presents a new training model of a 5-week clerkship experience where sixth-year pharmacy students alternate between hospital wards and simulation rooms. Student assessment rubrics were used to measure students’ achievements and report faculty feedback. Students filled scenario evaluation forms to assess their simulation satisfaction rate. Results A total of 57 students completed a full block of simulation-based, followed by hospital-based blocks practicing in the same medical specialty in both blocks. This newly structured experience provided fourteen direct patient care training seats per rotation and saved around 25,000 Saudi Riyals per rotation. The mean grades in both simulation and hospital-based blocks were mostly above 90% in all learning outcomes. Cognitive skills and affect learning outcomes mean grades were higher in the simulation-based group—most of the students being satisfied with the simulation scenarios. Conclusion SBE integration into APPE can supplement hospital-based experiential training to achieve the best learning outcomes with improved students' satisfaction.
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Affiliation(s)
- Ghazwa B Korayem
- Pharmacy Practice Department, College of Pharmacy, Princess Nourah bint Abdulrahman University, Saudi Arabia
| | - Amany M Alboghdadly
- Pharmacy Practice Department, College of Pharmacy, Princess Nourah bint Abdulrahman University, Saudi Arabia
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Thomas MC. Simulation in pharmacy education. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2019. [DOI: 10.1002/jac5.1172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Affiliation(s)
- Michael C. Thomas
- Department of Pharmacy Practice, McWhorter School of Pharmacy Samford University Birmingham Alabama
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