Implementation of a virtual dispensing simulator to support US pharmacy education

Ferrone, Marcus; Kebodeaux, Clark; Fitzgerald, Jill; Holle, Lisa M.

doi:10.1016/j.cptl.2017.03.018

Cited by 40 publications

(50 citation statements)

References 18 publications

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“…For example, drug companies are exploring AR to provide more indepth drug information not only to physicians but also to patients by moving their mobile device over an image. 70,71 Pharmacy Times has developed an AR application that allows readers to scan pages that have an AR symbol with their cellphone to reveal extra content. 72 Augmented reality and MR may be particularly useful in pharmacy practice and education.…”

Section: Technological Advances That May Impact Pharmacy Educationmentioning

confidence: 99%

The Past, Present, and Future of Virtual Reality in Pharmacy Education

Coyne

Merritt

Parmentier

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To characterize how virtual reality (VR) has been and is being used in pharmacy education, and evaluate the projected utility of VR technology in pharmacy education in the future. Findings. Virtual reality technology has been used in pharmacy education for many years to provide engaging learning experiences. Although these learning experiences were not available in the threedimensional digital environments provided by current VR, they demonstrated improvements in learning. Recent technological advancements have substantially increased the potential usefulness of VR for pharmacy education by providing immersive educational activities that mimic real world experiences to reinforce didactic and laboratory concepts. Virtual reality training that uses head-mounted displays is just beginning in pharmacy education, but more educational VR programs are becoming available. Further research will be necessary to fully understand the potential impact of VR on pharmacy education. Summary. Virtual reality technology can provide an immersive and interactive learning environment, overcoming many of the early challenges faced by instructors who used virtual activities for pharmacy education. With further technological and software development, VR has the potential to become an integral part of pharmacy education.

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Section: Technological Advances That May Impact Pharmacy Educationmentioning

confidence: 99%

The Past, Present, and Future of Virtual Reality in Pharmacy Education

Coyne

Merritt

Parmentier

et al. 2019

American Journal of Pharmaceutical Education

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show abstract

“…This study indicated a high level of satisfaction by preregistration trainees and newly qualified pharmacists with the use of interactive clinical avatars as a learning tool, mirroring the wider literature [ 12 , 13 , 61 - 65 ]. Providing engaging and enjoyable learning environments are key components of the learning process [ 66 ].…”

Section: Discussionmentioning

confidence: 55%

Interactive Clinical Avatar Use in Pharmacist Preregistration Training: Design and Review

Thompson¹,

White²,

Chapman³

2020

J Med Internet Res

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Background Virtual patients are interactive computer-based simulations that are being increasingly used in modern health care education. They have been identified as tools that can provide experiential learning and assessment in a standardized and safe environment. However, the study of high-fidelity virtual patients such as interactive clinical avatars within pharmacy is limited. Objective The aim of this paper is to describe the design and review of three interactive clinical avatar simulations as part of pharmacist preregistration training. Methods A multistep design approach was taken to create interactive clinical avatar simulations on the topics of emergency hormonal contraception (EHC), calculation of renal function, and childhood illnesses. All case studies were reviewed by registered pharmacists to establish content and face validity. The EHC case study and data collection questionnaire were also reviewed by a purposive sample of preregistration trainees and newly qualified pharmacists. The questionnaire used Likert ranking statements and open-ended questions to obtain users’ feedback on the design, usability, and usefulness of the interactive clinical avatars as learning tools. Descriptive statistics and content analysis were undertaken on the data. Results Ten preregistration trainees and newly qualified pharmacists reviewed the EHC interactive clinical avatars and data collection questionnaire. The data collection questionnaire was associated with a Cronbach alpha=.95, demonstrating good reliability. All three interactive clinical avatar simulations were reported as usable and appropriately designed for preregistration training. Users perceived they were developing skills and knowledge from the simulations. The high-fidelity nature of the avatars and relevance of the simulations to real-life practice were reported as aspects that encouraged the application of theory to practice. Improvements were suggested to ensure the simulations were more user-friendly. Conclusions The design and creation of the interactive clinical avatar simulations was successful. The multistep review process ensured validity and reliability of the simulations and data collection questionnaire. The in-depth explanation of the design process and provision of a questionnaire may help widen the use and evaluation of interactive clinical avatars or other simulation tools in pharmacy education. The interactive clinical avatars were reported as novel learning tools that promoted experiential learning and allowed users to feel like they were engaging in real-life scenarios, thus developing transferable knowledge and skills. This may be potentially beneficial for many health care training courses as a way to provide standardized experiences promoting active learning and reflection.

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“…Pharmacy undergraduates have less clinical placement exposure than other healthcare professions, thus the creation of learning tools which can aid the practice and development of communication skills may be useful, and this may span across all healthcare disciplines. Previous research has found mixed results regarding the development of communication skills from VP use, with fidelity of the tool being a major factor [32][33][34][35]. The free-text input in the EHC and childhood illness case studies are fairly unique as the standard navigation through a case is via pre-defined menu inputs [21].…”

Section: Discussionmentioning

confidence: 99%

Virtual patients as a tool for training pre-registration pharmacists and increasing their preparedness to practice: A qualitative study

2020

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Virtual patients are an active learning pedagogical tool which simulate clinical scenarios in a three-dimensional environment. Their use in pharmacy education is under-researched in comparison to other healthcare professions. In the United Kingdom, pre-registration training refers to a year of workplace based training which pharmacy graduates must complete prior to professional registration as pharmacists. This study aimed to evaluate preregistration pharmacists' perceptions on the integration, usefulness and enjoyment of completing virtual patient simulations or non-interactive case studies as part of their training. Pre-registration trainees completed three virtual patient simulations or three noninteractive case studies on the topics of: emergency hormonal contraception, renal function and childhood illnesses. Telephone interviews were conducted with twenty pre-registration pharmacists, exploring their perspectives on the use of the virtual patient or noninteractive case studies. Data was analysed using the five-stage framework approach. Four main themes emerged from the data: case study design; usefulness of the case studies as a training tool; support in pre-registration training; utility of the learning tools. Trainees also identified technical issues they had experienced while completing the virtual patient simulations, specifically with keyword recognition. Pre-registration trainees who used the virtual patients provided comments relating to the novelty, realism and enjoyment in completing them. Trainees in both groups reported developing knowledge and skills from completing the case studies; those who used the virtual patient commented on the development of communication skills and an increase in confidence for practice and those who used the non-interactive cases focused on knowledge acquisition and numeracy. Participants were enthusiastic about virtual patients as a novel training tool which provided an opportunity for learners to practice realistic scenarios in a safe environment. Virtual patients offer the potential to 'bridge the gap' in pharmacist pre-registration sectorrelated training variation, promote learning through reflection on doing and increase overall preparedness for practice.

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Implementation of a virtual dispensing simulator to support US pharmacy education

Cited by 40 publications

References 18 publications

The Past, Present, and Future of Virtual Reality in Pharmacy Education

The Past, Present, and Future of Virtual Reality in Pharmacy Education

Interactive Clinical Avatar Use in Pharmacist Preregistration Training: Design and Review

Virtual patients as a tool for training pre-registration pharmacists and increasing their preparedness to practice: A qualitative study

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