Implementing simulated learning modules to improve students’ pharmacy practice skills and professionalism

Abstract

Background:Effective communication enables healthcare professionals and students to practise their disciplines in a professional and competent manner. Simulated-based education (SBE) has been increasingly used to improve students’ communication and practice skills in Health Education.Objective:Simulated learning modules (SLMs) were developed using practice-based scenarios grounded in effective communication competencies. The effect of the SLMs on Pharmacy students’ (i) Practice skills and (ii) Professionalism were evaluated.Methods:SLMs integrating EXCELL competencies were applied in the classroom to study their effect on a number of learning outcomes. EXcellence in Cultural Experiential Learning and Leadership (EXCELL) Program is a schematic, evidence-based professional development resource centred around developing participants’ self-efficacy and generic communication competencies. Students (N=95) completed three hours of preliminary lectures and eight hours of SLM workshops including six scenarios focused on Pharmacy Practice and Experiential Placements. Each SLM included briefing, role-plays with actors, facilitation, and debriefing on EXCELL social interaction maps (SIMs). Evaluations comprised quantitative and qualitative survey responsed by students before and post-workshops, and post-placements, and teachers’ reflections. Surveys examine specific learning outcomes by using pharmacy professionalism and pharmacy practice effectiveness scales. Responses were measured prior to the commencement of SLMs, after completion of the two workshops and after students completed their block placement. Self-report measures enabled students to self-assess whether any improvements occurred.Results:Student responses were overwhelmingly positive and indicated significant improvements in their Pharmacy practice and professionalism skills, and commitment to professional ethics. Qualitative feedback strongly supported students’ improved communication skills and confidence. Teacher reflections observed ecological validity of SLMs as a method to enhance professionalism and communication skills, and suggested ways to improve this teaching modality.Conclusion:Inclusion of SLMs centred on practice and professionalism was evaluated as an effective, teaching strategy by students and staff. The integration of SIMs in SLMs has potential for wider application in clinical teaching.

Evaluation of a simulation-based hospital pharmacy training package for pharmacy students

“…According to Gaba (2004) simulation-based education is an educational approach that uses simulation, in its many applications and modalities, to achieve educational goals through experiential learning. International literature emphasizes the need to utilize an assortment of technology-based learning environments to train and educate health professionals (Cook et al 2011;Keppell et al 2015) and specifically for pharmacists (Fejzic and Barker 2015;Smith and Benedict 2015). Multiple studies support embedding technology-enhanced, simulation-based education into pharmacy curricula, such as online learning that is enriched by pre-recorded role plays with actors or simulated participants, virtual patients, task simulations and/or interactive platforms that simulate a specific skill or competency (Fejzic and Barker 2015;Kirwin et al 2013;Loke et al 2011;Regan et al 2014;Salter et al 2014;Smith and Benedict 2015;Veettil and Rajiah 2016;Vyas et al 2013).…”

Factors facilitating and hindering the intention to promote pulmonary rehabilitation for patients with COPD among respiratory therapists

“…A previous study reported that individuals with practical experience had higher self-efficacy with regard to implementing the related behavior; moreover, self-efficacy could be improved through simulation scenarios and experiential learning via models and practice. 33 , 34 Similarly, we found that RTs with clinical PR experience or training had higher levels of self-efficacy. To increase self-efficacy, clinical training courses in PR including education courses and clinical practice training should be increased in the future.…”

High-Fidelity Simulation in Occupational Therapy Curriculum: Impact on Level II Fieldwork Performance

“…FW. This is supported by the study of Fejzic and Barker (2015), who found that pharmacy students' professionalism significantly increased after they engaged in a simulation experience. Through HFS, students have an opportunity to practice and develop these skills through experiential learning.…”