Integration of a Community Pharmacy Simulation Program into a Therapeutics Course

Abstract

Objective. To demonstrate the feasibility of integrating the computer simulation, MyDispense, into a therapeutics course and to measure its effects on student perception and learning. Methods. We conducted a prospective study with an experimental phase and an implementation phase. In the first phase, students were randomized to complete a therapeutics case using MyDispense or traditional paper methods in class. In the second phase, all students completed two therapeutic cases using MyDispense in class with the option to complete four additional outside-of-class cases using MyDispense. Students completed pre-and post-tests in class and three surveys. Results. In the experimental phase, mean test scores increased from pre-to post-test for both MyDispense and traditional paper groups, but the difference between the groups was not statistically significant. Students in the traditional paper group reported statistically significant gains in confidence compared to the MyDispense group. In the implementation phase, mean test scores again increased, however, student perception of the use of MyDispense for therapeutics was negative. Completing the optional outside-of-class cases, however, was positively and significantly correlated with the midterm and final examination scores. Conclusion. Implementation of MyDispense in therapeutics may be feasible and has positive effects (eg, correlation with exam scores, capacity for immediate feedback, and potential for effective self-study). With short-term use and in the absence of assessment methods that also require seeking information from patients, students prefer to learn via traditional paper cases.

Integration of a Virtual Dispensing Simulator “MyDispense” in an Experiential Education Program to Prepare Students for Community Introductory Pharmacy Practice Experience

“…As technology becomes more ubiquitous throughout education, institutions of professional healthcare learning are incorporating various tools for students to utilize [ 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 ]. A 2011 survey of 89 pharmacy schools in the United States reported the use of some forms of technology ranging from lecture capture and presentation software to videoconferencing and social media.…”

A Randomized, Crossover Pilot Study of a Novel Web-Based/Mobile Platform for Collaborative Small Group Practice in Therapeutic Reasoning

“… 15 , 19 - 21 For example, one study reported <30% of pharmacy students felt a computer simulation program was helpful for applying knowledge in a timely manner or developing a therapy plan, despite an improvement in student performance with more frequent use of the program. 20 Because this information seeking skill is a realistic feature of using electronic health records and because using electronic health records optimally is increasingly a skill needed by pharmacy graduates, 4 , 22 this is likely a frustration that should be discussed openly in case preparation and debriefing. Students should also be made aware that learning therapeutic reasoning within a realistic information gathering setting can promote stronger context-learning and therefore may better prepare students for pharmacy practice.…”

Training Student Pharmacists in Medication Dispensing and Checking Within a High-Fidelity Clinical Environment

“…Some authors continue to claim that MyDispense has a limited scope of simulation because it does not simulate hospital pharmacy practice or an authentic interaction with other health care providers and patients (low environmental fidelity). 22 However, given the aforementioned benefits of the MyDispense software, it could be incorporated within the current teaching approach to supplement and consolidate learning in a live dispensary session.…”