Learning a complex dose–response relationship with the computer simulation CoaguSim

Al‐Sallami, Hesham S.; Loke, Swee-Kin

doi:10.1016/j.cptl.2018.07.009

Cited by 3 publications

(8 citation statements)

References 14 publications

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“…The remaining studies (n = 5) implemented CBS and focused on knowledge such as prescription analysis, dose calculation, and specific medication management. 28. , 29 , 30 , 31 , 32 …”

Section: Resultsmentioning

confidence: 99%

“…VPs and CBS were utilized in various pharmacy courses, including Advanced Pharmacy Practice Experience (APPE) 17 , 31 (n = 1 VP and 1 CBS), Advanced for Pharmaceutical Care II 14 , 15 ( n = 2 VPs), and Medication Management 18 , 28 (n = 1 VP and 1 CBS). Additionally, VPs were exclusively mentioned in two interprofessional education courses, Interprofessional Education and Clinical Simulation I (IPECS I), 16 and Interprofessional Learning (IPL).…”

Section: Resultsmentioning

confidence: 99%

“…Knowledge was assessed in 12 studies ( n = 7 VPs and n = 5 CBS), and six 14 , 24 , 25 , 28. , 29 , 30 , 31 ( n = 3 VPs and n = 3 CBS) reported a statistically significant improvement in students' knowledge comparing pre-and post-test ( p < 0.05) after practicing with VPs or CBS.…”

Section: Resultsmentioning

confidence: 99%

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A systematic review on the use of virtual patient and computer-based simulation for experiential pharmacy education

Phanudulkitti,

Puengrung,

Meepong

et al. 2023

Exploratory Research in Clinical and Social Pharmacy

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“…The remaining studies (n = 5) implemented CBS and focused on knowledge such as prescription analysis, dose calculation, and specific medication management. 28. , 29 , 30 , 31 , 32 …”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

A systematic review on the use of virtual patient and computer-based simulation for experiential pharmacy education

Phanudulkitti,

Puengrung,

Meepong

et al. 2023

Exploratory Research in Clinical and Social Pharmacy

View full text Add to dashboard Cite

“…The outcomes of educational interventions can be anticipated (mastery of a skill), unanticipated (collateral effects on the participants or their workplace), positive (knowledge expansion) or negative (e.g., psychological impact of badly guided debrief session) (Graham and McAleer, 2018). The outcomes that materialized through this realist review included a mix of subjective perceptions (improved student (Gaikwad and Tankhiwale, 2014;Persky and Dupuis, 2014;Thomas et al, 2014;Choudhury et al, 2015;Jones et al, 2015;Karpa et al, 2015;McLaughlin et al, 2015;Tankel, 2015;Nguyen et al, 2016;Sukhlecha et al, 2016;Tichelaar et al, 2016;Yadav et al, 2016;Dagenais et al, 2017;Islam et al, 2017;Kurup et al, 2017;MacDougall, 2017;Persky et al, 2017;Sirota, 2017;Ying et al, 2017;Al-Sallami and Loke, 2018;Bernaitis et al, 2018;Bryant et al, 2018;Chan et al, 2018;Dubovi et al, 2018;Hanson et al, 2019).…”

Section: Realist Synthesis Outcomes In Light Of Miller's Pyramidmentioning

confidence: 99%

Pedagogical interventions and their influences on university-level students learning pharmacology-a realist review

Khurshid,

O’Connor,

Thompson

et al. 2023

Front. Educ.

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IntroductionThe knowledge complexity and varied delivery formats in pharmacology education can leave students unprepared in essential pharmacotherapy skills. This significantly influences their ways of thinking and working in clinical environments, resulting in a challenging clinical transition. This need demands pedagogical innovations to strengthen pharmacology education and improve learners’ skills and competencies in pharmacotherapy. This evidence-based realist review aimed to examine the contextual factors and program theories or causal mechanisms crucial for effective pedagogical interventions in pharmacology, seeking to answer the question of ‘what works for whom, under what circumstances, how, and why’.MethodThe realist synthesis was initiated after retrieving data from Medline (OVID), Cochrane, EBSCO hosted ERIC, SCOPUS, and Embase (OVID) including other sources for additional records. The preliminary analysis enabled the establishment of context, mechanism, and outcome configurations (CMOC) and formulation and refinement of the initial program theory regarding the pedagogical interventions in pharmacology. Data synthesis iteration helped to identify the relevant context and unravel its relationships with underlying causal mechanisms through which said interventions generate outcomes of interest.ResultsA realist review analyzed 1,217 records and identified 75 articles examining a range of educational interventions from individual efforts to faculty-wide curriculum changes in pharmacology education. The key contexts for pharmacology education were troublesome content, traditional delivery methods, inadequate and limited opportunities for knowledge integration, and application. Active participation in interactive learning, along with enjoyment and motivation, was proposed as a causal mechanism for optimizing cognitive load and achieving positive outcomes. The outcomes of the review include subjective perceptions of improved confidence and satisfaction, objective measurements of high post-test scores.DiscussionPedagogical scaffolding in constructivist learning environments helps students overcome challenges in learning troublesome pharmacology knowledge. Considering the human cognitive system’s processing capacity, these interventions improve learning by effectively using cognitive resources. Innovations that focus on enhancing cognitive load through task construction can also promote positive emotional experiences in students, such as engagement and enjoyment, as explained by flow theory. A constructive learning environment, where the cognitive load is optimized and high flow is achieved, can maximize the impact of pedagogical interventions in pharmacology.Systematic Review Registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?RecordID=160441, PROSPERO (CRD42020160441).

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“…The body of evidence that has evolved since the mid-1990s establishes the efficacy and acceptance of CAL as a method to achieve learning objectives and targeted knowledge development [20][21][22]. Originally focused on undergraduate medical students, more recent studies demonstrate similar applicability across healthcare professions [23][24][25][26][27][28][29] with CAL being superior to graphic illustration methods. [14] This foundation in CAL is evolving with technological advances, with the most recent studies exploring expansion of CAL into virtual environments.…”

Section: Computer-assisted Learning In Clinical Pharmacologymentioning

confidence: 99%

Simulation as a Tool to Illustrate Clinical Pharmacology Concepts to Healthcare Program Learners

Andrews

Barta

2020

Curr Pharmacol Rep

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Purpose of Review This article provides an overview of simulation as an effective and evolving tool for teaching clinical pharmacology within the health professions. Further, opportunities for positioning this methodology to meet current educational challenges are presented. Recent Findings Clinical pharmacology is an essential core competency for all health professionals, correlating with ability to appropriately and safely prescribe, administer, or optimize medication regimens. Computer-assisted learning became the earliest form of simulation applied to pharmacology teaching, arising from increasing pressure to deviate from animal and tissue experiments in undergraduate education in the 1990s. In the last decade, high fidelity patient simulation, using manikin technology, has demonstrated benefit in building connectivity between knowledge and clinical application within patient care. Serious games, or computer-based educational games, provide an alternative method for creating context, with potential realized for newer technologies like augmented reality. These tools, while beneficial, are not applied in a uniform manner across programs. We advocate for routine incorporation of these tools as they offer significant opportunities to address the challenges faced in today's healthcare education, particularly with the need for continued social distancing and limitations on in-person educational engagement during coronavirus. Partnership with faculty utilizing simulation in other areas of the curriculum will assist in overcoming potential barriers to implementation. Summary Simulation provides various methods that have significant potential to address the challenges in today's provision of clinical pharmacology education, especially with new directives for social distancing and limitations for in-person educational engagement.

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Learning a complex dose–response relationship with the computer simulation CoaguSim

Cited by 3 publications

References 14 publications

A systematic review on the use of virtual patient and computer-based simulation for experiential pharmacy education

A systematic review on the use of virtual patient and computer-based simulation for experiential pharmacy education

Pedagogical interventions and their influences on university-level students learning pharmacology-a realist review

Simulation as a Tool to Illustrate Clinical Pharmacology Concepts to Healthcare Program Learners

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