Combination of a Flipped Classroom Format and a Virtual Patient Case to Enhance Active Learning in a Required Therapeutics Course

Lichvar, Alicia; Hedges, Ashley; Benedict, Neal; Donihi, Amy C.

doi:10.5688/ajpe8010175

Cited by 48 publications

(52 citation statements)

References 25 publications

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“…Both early and more advanced learners practice and learn key patient care outcomes of the profession through repetitive, “real‐life” scenarios. We have utilized VPs to supplement lecture, to replace lecture, and to assess knowledge and skill . Most recently, VPs have been incorporated into authentic assessment deployed as a blended simulation progress test of learner readiness for practice .…”

Section: Computer‐based Simulation and Virtual Patientsmentioning

confidence: 99%

“…Although simulation education had been implemented in military, medical, and nursing programs for decades, the use of high‐fidelity human patient simulation in pharmacy education was first documented in 2006 . Since then, there has been a growth of implementation, outcomes, and assessment of simulation in addition to the expansion of virtual patients (VPs), simulated electronic health records (EHRs), and gaming strategies throughout clinical pharmacy education. As the pedagogical options grow in number and complexity, it is an opportune time to provide clarity in language for the field of health care education.…”

Section: Introductionmentioning

confidence: 99%

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Evidence for simulation in pharmacy education

Seybert

Smithburger

Benedict

et al. 2019

J Am Coll Clin Pharm

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Innovations in clinical pharmacy education have advanced patient-centered care knowledge in skills of pharmacy graduates through the use of simulation, virtual reality, and gaming. Pharmacy schools and colleges, as well as health care institutions, have adopted simulation education in various clinical education formats for all levels of learners and practitioners. Over the past 15 years, the University of Pittsburgh School of Pharmacy has embraced innovative approaches to learning and documented advancement of clinical pharmacy education. This brief report will discuss advances in national and international pharmacy education, as well as the PittPharmacy experience with simulation education. A particular emphasis is on human patient simulation, computer-based simulation, virtual patient, and gaming in the settings of direct patient care-related education and assessment. The available literature and the experience at PittPharmacy shows improvement in learner satisfaction, knowledge enhancement, critical thinking skills, and problem solving in patient care topics. The evidence included provides support for the use of simulation to advance clinical pharmacy education and can serve to encourage further scholarship in this area. K E Y W O R D S patient simulation, patient-centered care, pharmacy, problem solving

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Section: Computer‐based Simulation and Virtual Patientsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evidence for simulation in pharmacy education

Seybert

Smithburger

Benedict

et al. 2019

J Am Coll Clin Pharm

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“…Fifty‐nine percent of students also wanted to see more cases incorporated throughout the course. A recent study evaluated the use of one virtual patient case in one required therapeutics course using a flipped‐classroom teaching format . Similar to the previous study, the case incorporated a branched‐narrative, decision‐making teaching model and pre‐simulation/post‐simulation tests were used.…”

Section: Discussionmentioning

confidence: 99%

Implementing and evaluating virtual patient cases within a team‐based learning pedagogy in a therapeutics course sequence

Mohammad

Ellingrod

Bleske

2018

J Am Coll Clin Pharm

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Introduction Accreditation Council for Pharmacy Education (ACPE) requires that pharmacy curriculum stresses active learning. This allows students to listen, read, write, discuss, and reflect on their approach to course content through various methods. ACPE advocates use of innovative, active learning teaching methods to develop necessary skills students need to problem‐solve, think critically, and effectively work as a team. We have successfully implemented team‐based learning (TBL) throughout therapeutics curriculum; however, there is still a critical need for students to practice what they have learned through an interactive fashion. Use of virtual patients has been previously evaluated in non‐TBL courses and has resulted in improved student learning. Thus, using virtual technology could bridge the gap between TBL and providing “real‐life” patient‐centered care. Objectives To evaluate short‐term learning outcomes and student perception of implementing virtual simulation within a TBL therapeutics course series. We expect that virtual simulation will add another unique action‐based learning experience within TBL. Methods Faculty developed virtual patient cases using branched‐outcome decision‐making processes and integrated them into six TBL sessions throughout the therapeutic courses in the second (two sessions) and third years (four sessions) of pharmacy school. Students completed virtual patient cases in groups and pre‐simulation/post‐simulation assessments were completed. Assessments and activity evaluation were used to measure student learning and perceptions. Pre‐simulation/post‐simulation assessments included 12 lower‐level and 9 higher‐level learning questions. Results Use of virtual patient cases resulted in significantly higher post‐simulation scores compared with pre‐simulation scores (P < 0.001). Increases in student's learning of lower‐ and higher‐level domains (P = 0.02 and P = 0.11, respectively) were observed. Seventy‐four percent of students agreed that virtual cases were effective in learning therapeutic clinical application, and 80% believed these cases stimulated their critical thinking. Conclusion Integrating virtual patient cases into curriculum may enhance student's ability to critically think and apply their knowledge to real health care world.

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“…In addition to CBL, flipped classroom pedagogy has attracted the attention of educators and has been widely implemented and studied in many disciplines, including nursing [16][17][18][19]. Some studies have found that the strategy of flipped classroom in nursing education presents certain advantages over traditional lecture-based learning in terms of improving students' examination scores, grades and satisfaction [20,21].…”

Section: Case-based Learning and The Flipped Classroom Are Feasible Imentioning

confidence: 99%

Effects of blended versus offline case-centered learning on academic performance and critical thinking ability among undergraduate nursing students：a cluster randomized controlled trial

Shen

Zhuang

et al. 2020

Preprint

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Background: Educational reform, especially methods of teaching, has been a focus among nursing educators. This study explored the impact of blended versus offline case-centered learning on academic performance of Medical Nursing and critical thinking ability among undergraduate nursing students.Methods: A cluster randomized controlled study design was used, with assessments immediately before and one school year after the intervention. All the second-year undergraduate nursing students in two class were enrolled in this study by cluster sampling. The two classes of Medical Nursing were randomly allocated to either the experimental class, which undertook blended case-centered learning, or the control class, which undertook offline case-centered learning. The primary outcomes were academic performance consisting of final exam and process assessment, as well as the critical thinking ability assessed with the Critical Thinking Disposition Inventory-Chinese Version (CTDI-CV). The Mann-Whitney U test and the unpaired t test was subsequently used. ANCOVA analyses were also performed to examine the two teaching methods’ effect on academic performance and critical thinking.Results: Students in the experimental class showed a significantly higher improvement in academic performance of Medical Nursing than the control class. In addition, compared with the control class, the pre-post difference in competency in critical thinking self-confidence in the experimental class was significantly greater (p=0.037). In the experimental class, there was significant improvement compared with baseline in dimension of critical thinking self-confidence (p=0.022). In the control class, there was significant improvement compared with baseline in the total score (p=0.029) and two of the seven dimensions: truth-seeking (p=0.016) and systematicity (p=0.005).Conclusions: Use of the blended case-centered learning showed the promising results in promoting students’ academic performance. Both the blended and offline case-centered learning in this study were a suitable educational approach to improve the critical thinking ability of undergraduate nursing students. In the future, blended and offline case-centered learning could be implemented in other nursing subjects. Moreover, further efforts to improve teaching are warranted.

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Combination of a Flipped Classroom Format and a Virtual Patient Case to Enhance Active Learning in a Required Therapeutics Course

Cited by 48 publications

References 25 publications

Evidence for simulation in pharmacy education

Evidence for simulation in pharmacy education

Implementing and evaluating virtual patient cases within a team‐based learning pedagogy in a therapeutics course sequence

Effects of blended versus offline case-centered learning on academic performance and critical thinking ability among undergraduate nursing students：a cluster randomized controlled trial

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