Experiencing a virtual patient to practice patient counselling skills

Curricular Assessment Blueprint and Needs Analysis for the Social, Administrative, and Behavioral Foundational Sciences

OBJECTIVES

The objective of this integrative review is to analyze conceptual topics, applied content, teaching and learning strategies, and assessment methods within social, administrative, and behavioral sciences (SAS) syllabi and literature. The goal is to evaluate opportunities for enhancing the adoption and implementation of Curricular Outcomes and Entrustable Professional Activities 2022. Recommendations to better inform curriculum and assessment planning efforts are presented for programs and faculty seeking to optimize the integration of SAS content.

FINDINGS

Our search yielded 69 SAS-related syllabi from the American Association of Colleges of Pharmacy Connect repository and 296 publications from pharmacy journals focused on education. Most SAS literature was published in the didactic setting, which represents an opportunity to interweave and apply SAS knowledge concepts through the experiential, cocurricular, and interprofessional settings. In the future, it would be prudent to thoughtfully design assessment measures that encompass both summative and formative evaluations. The literature findings offer valuable insights and examples regarding content, teaching strategies, and assessment methods. These findings can serve as a practical framework, providing ideas and guidance for programs and faculty aiming to enhance the integration of SAS content into their curricula.

SUMMARY

In response to the recent guidelines from Curricular Outcomes and Entrustable Professional Activities 2022 and the release of the Accreditation Council for Pharmacy Education Standards 2025, programs and faculty have the responsibility to thoughtfully revise and improve the delivery and assessment of SAS content. The intentional integration of SAS knowledge, skills, and attitudes should be guided by a collaborative effort to develop pharmacists who deliver effective person-centered care and are well-equipped to navigate the complexities of health care.

Computer-Based Simulators in Pharmacy Practice Education: A Systematic Narrative Review

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.

SIMULATION TRAINING AND VIRTUAL PATIENTS AS A COMPONENT OF CLASSROOM TRAINING OF FUTURE DOCTORS UNDER COVID-19 CONDITIONS

OBJECTIVE

The aim: To present and substantiate the theoretical and applied aspects of the organization of simulation training for higher education applicants in the field of health care based on the analysis and generalization of the experience of the Bogomolets National Medical University.

PATIENTS AND METHODS

Materials and methods: To perform the set tasks, the following theoretical and empirical methods of scientific research were used: system analysis; comparison and generalization; bibliosemantic method; the analysis and simulation methods.

RESULTS

Results: The experience of organizing simulation training for higher education students in the field of health care was analyzed and summarized. There have been investigated the functional capabilities of the most common "virtual patient" modeling systems for the formation of the practical component of the future doctors' professional competence. Finally, the features of the organization of the educational process at a medical university in classroom, mixed (classroom-distance) and synchronous (hybrid) forms of education during the period of quarantine restrictions have been described.

CONCLUSION

Conclusions: A technology for conducting an objective structured practical (clinical) exam has been developed. It helps to standardize the procedure for checking the level formation of the clinical professional competence of a future doctor in accordance with the requirements the standard of higher medical education. It is shown that the use of simulation training and modeling systems "virtual patient" in the preparation of future healthcare professionals increases the effectiveness of training, the interest of students and interns, motivating them to develop the necessary components of the future doctor's professional competence.