Online Virtual-Patient Cases Versus Traditional Problem-Based Learning in Advanced Pharmacy Practice Experiences

Abstract

Objective. To evaluate the efficacy of faculty-led problem-based learning (PBL) vs online simulatedpatient case in fourth-year (P4) pharmacy students. Design. Fourth-year pharmacy students were randomly assigned to participate in either online branchedcase learning using a virtual simulation platform or a small-group discussion. Preexperience and postexperience student assessments and a survey instrument were completed. Evaluation. While there were no significant differences in the preexperience test scores between the groups, there was a significant increase in scores in both the virtual-patient group and the PBL group between the preexperience and postexperience tests. The PBL group had higher postexperience test scores (74.8611.7) than did the virtual-patient group (66.5613.6) (p50.001).Conclusion. The PBL method demonstrated significantly greater improvement in postexperience test scores than did the virtual-patient method. Both were successful learning methods, suggesting that a diverse approach to simulated patient cases may reach more student learning styles.

A Comparison of Learning Outcomes in Skills‐Based Courses: Online Versus Face‐To‐Face Formats

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A Scenario-Based Virtual Patient Program to Support Substance Misuse Education

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Évaluation du niveau d’aisance d’étudiants en pharmacie face à la validation des ordonnances. Intérêt d’un dispositif didactique contextualisé

“…Contrairement à ce qui est attendu dans d'autres dispositifs, il n'y avait ici généralement pas de bonne ou de mauvaise réponse [17]. Les niveaux d'aisance plutôt bas ne sont pas le reflet d'un manque de connaissances.…”