Measuring the Development of Therapeutic-Decision-Making Skills by Practicing Pharmacists Undertaking a University-Based Postgraduate Clinical Qualification at Distance

Wright, Daniel F. B.; Duffull, Stephen B.; Wilby, Kyle John; Peterson, Aynsley K.; Anakin, Megan

doi:10.3390/pharmacy8020083

Cited by 6 publications

(4 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some studies focused on dispensing and communication skills development [ 12 , 31 , 41 , 42 , 43 ], while others focused on the assessment of the knowledge, metacognition support, and promoting active learning, student confidence and independent studying [ 4 , 11 , 13 , 15 , 16 , 28 , 33 , 35 , 36 , 37 , 40 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 ]. Some literature focused more on presenting the CBS platform and students’ perceptions of it [ 34 , 38 , 39 , 55 , 56 , 57 , 58 , 59 , 60 , 61 , 62 , 63 , 64 , 65 ].…”

Section: Resultsmentioning

confidence: 99%

Computer-Based Simulators in Pharmacy Practice Education: A Systematic Narrative Review

et al. 2023

View full text Add to dashboard Cite

Computer-based simulations may represent an innovative, flexible, and cost-efficient training approach that has been underutilised in pharmacy practice education. This may need to change, with increasing pressure on clinical placement availability, COVID-19 restrictions, and economic pressures to improve teaching efficiency. This systematic narrative review summarises various computer-based simulations described in the pharmacy practice education literature, identifies the currently available products, and highlights key characteristics. Five major databases were searched (Medline, CINAHL, ERIC, Education Source and Embase). Authors also manually reviewed the publication section of major pharmacy simulator websites and performed a citation analysis. We identified 49 studies describing 29 unique simulators, which met the inclusion criteria. Only eight of these simulators were found to be currently available. The characteristics of these eight simulators were examined through the lens of eight main criteria (feedback type, grading, user play mode, cost, operational requirement, community/hospital setting, scenario sharing option, and interaction elements). Although a number of systems have been developed and trialled, relatively few are available on the market, and each comes with benefits and drawbacks. Educators are encouraged to consider their own institutional, professional and curriculum needs, and determine which product best aligns with their teaching goals.

show abstract

Section: Resultsmentioning

confidence: 99%

Computer-Based Simulators in Pharmacy Practice Education: A Systematic Narrative Review

et al. 2023

View full text Add to dashboard Cite

show abstract

“…This review included 46 pieces of literature; 41 studies from standard literature (89.1%: T1), one commentary [ 4 ], and four grey literature reports [ 2 , 18 , 63 , 64 ]. The included studies had a broad global representation; 46.3% ( n = 19) of the standard literature studies were undertaken in the USA [ 5 , 6 , 7 , 12 , 39 , 65 , 66 , 67 , 68 , 69 , 70 , 71 , 72 , 73 , 74 , 75 , 76 , 77 , 78 ], followed by Australia (19.5%, n = 8) [ 3 , 4 , 28 , 79 , 80 , 81 , 82 , 83 ], then the UK ( n = 4) [ 8 , 42 , 84 , 85 ], New Zealand ( n = 2) [ 86 , 87 ], Canada ( n = 2) [ 88 , 89 ], Brazil ( n = 1), Sweden ( n = 1) [ 9 ], Portugal ( n = 1) [ 90 ], the Netherlands ( n = 1) [ 91 ], and three studies that included participants from different countries (one in Australia and Malaysia [ 92 ], and the other for multiple European country graduates [ 35 ,…”

Section: Resultsmentioning

confidence: 99%

“…In some of those studies, it was reported that students were found to be skeptical about using CBS based on previous experience, misconceptions, or fears that such a training method would hinder their training quality. This pre- judgment among students may have affected their confidence in CBS [ 6 , 7 , 8 , 12 , 28 , 35 , 66 , 71 , 72 , 77 , 78 , 79 , 82 , 87 , 97 ], especially if they experienced system errors and/or technical difficulties [ 6 , 8 , 28 , 77 , 79 ]. Moreover, it was reported that some students might prefer the traditional method rather than adopting a new learning method [ 6 , 7 , 12 , 35 , 71 , 72 , 82 ].…”

Section: Resultsmentioning

confidence: 99%

Potential Barriers to the Implementation of Computer-Based Simulation in Pharmacy Education: A Systematic Review

et al. 2023

View full text Add to dashboard Cite

Computer-based simulation (CBS) is an interactive pedagogical training method that has seen increased interest, especially in recent years. There is some evidence that CBS in pharmacy education is not as widely adopted compared to other healthcare disciplines. Pharmacy education literature to date has not specifically discussed the potential barriers which may cause this uptake challenge. In this systematic narrative review, we attempted to explore and discuss potential barriers that may impact the integration of CBS in pharmacy practice education and provide our suggestions to overcome them. We searched five major databases and used the AACODS checklist for grey literature assessment. We identified 42 studies and four grey literature reports, published between 1 January 2000 and 31 August 2022, which met the inclusion criteria. Then, the specific approach of Braun and Clarke for thematic analysis was followed. The majority of the included articles were from Europe, North America, and Australasia. Although none of the included articles had a specific focus on barriers to implementation, thematic analysis was used to extract and discuss several potential barriers, such as resistance to change, cost, time, usability of software, meeting accreditation standards, motivating and engaging students, faculty experience, and curriculum constraints. Ad- dressing academic, process, and cultural barriers can be considered the first step in providing guidance for future implementation research for CBS in pharmacy education. The analysis suggests that to effectively overcome any possible barriers to implementing CBS, different stakeholders must engage in careful planning, collaboration, and investment in resources and training. The review indicates that additional research is required to offer evidence-based approach and strategies to prevent overwhelming or disengaging users from either learning or teaching process. It also guides further research into exploring potential barriers in different institutional cultures and regions.

show abstract

“…1 Embedded within the PPCP are the steps of therapeutic decision making: gather information (collect), appraise the data (assess), make recommendations including by analyzing benefits and risks of different treatment options (plan), and enact and monitor the decision (implement and follow-up). [1][2][3][4] However, this is a general process applicable across practice settings and it does not provide detailed guidance about what information is critical to collect and assess prior to making an OTC recommendation. 5 Given there are more than 300,000 OTC medications marketed in the United States, including products in more than 80 therapeutic classes, it is critical that student pharmacists learn how to make patientcentered OTC medication recommendations.…”

Section: Description Of the Problemmentioning

confidence: 99%

Development and Pilot Testing of the OTC Coach Software to Support Student Pharmacist Learning

Vordenberg,

Whittaker,

DeBacker

et al. 2023

Innov Pharm

View full text Add to dashboard Cite

Description of the problem: Pharmacy students are expected to learn how condition and patient-specific factors influence medication decision-making. Our objective was to create an interactive learning tool that would support students as they learn how individual factors change over-the-counter (OTC) medication recommendations. Description of the innovation: OTC Coach was created to allow student pharmacists to practice making recommendations about OTC medications. First year student pharmacists enrolled in a required self-care therapeutics course were given access to the optional OTC Coach, which included electronic decision algorithms for 10 topics. Student perceptions were collected via an online survey. Critical analysis: Two-thirds of the first-year students enrolled in the self-care therapeutics course activated their OTC Coach account (n=53/79, 67%). Among the students who completed the survey and reported using the tool (n=60/75, 80%), there was agreement that it help them learn the course material (78%), increased their confidence in making appropriate therapeutic recommendations (78%), increased their confidence when answering examination questions (63%), and improved their examination performance (61%). Next steps: Implementing an electronic tool positively supported student learning about OTC medication recommendations, according to student self-report. The tool is being expanded to include an option for students to generate a series of scenarios with randomized patient and condition factors to further allow students to efficiently practice making repeated patient-centered recommendations.

show abstract

Measuring the Development of Therapeutic-Decision-Making Skills by Practicing Pharmacists Undertaking a University-Based Postgraduate Clinical Qualification at Distance

Cited by 6 publications

References 14 publications

Computer-Based Simulators in Pharmacy Practice Education: A Systematic Narrative Review

Computer-Based Simulators in Pharmacy Practice Education: A Systematic Narrative Review

Potential Barriers to the Implementation of Computer-Based Simulation in Pharmacy Education: A Systematic Review

Development and Pilot Testing of the OTC Coach Software to Support Student Pharmacist Learning

Contact Info

Product

Resources

About