Pharmacy Simulation: A Scottish, Student-Led Perspective with Lessons for the UK and Beyond

Abstract

Compared to the nursing and medical professions, simulation-based pharmacy education is a relatively new mode of supporting learning, although one that is growing rapidly to meet the training needs of a new generation of healthcare professionals. Within the UK (and particularly Scotland), access to the clinical environment through the more traditional route of placement is limited, and simulation offers a partial solution to this problem. As is well-established, simulation-if used appropriately-also offers excellent opportunities for enhancing patient safety, including allowing the exploration of the science of human factors. Given the high incidence of medication errors, pharmacists need to be included in any intervention for improvement of patient safety. It is true, however, that the "clinical environment" experienced by the practising pharmacist (especially in community pharmacy) is different from the typical nursing or medical situation. This, combined with a lack of understanding of the role of the pharmacist as a member of the wider healthcare team, means that there are additional considerations required when designing simulation-based learning activities. This commentary undertakes a narrative review of the current situation for pharmacy simulation, and considers how this may be developed to support the Scottish healthcare vision, whilst recognising that the issues raised are likely to be relevant across the sector.

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

“…International literature continues to reinforce the need for and the positive effects associated with the use of simulation-based methodologies as part of pharmacy educational programs (Kirwin et al 2013;Loke et al 2011;Murdoch et al 2014;Regan et al 2014;Ruehter et al 2012;Salter et al 2014;Smith and Benedict 2015;Veettil and Rajiah 2016;Vyas et al 2013). However, there is limited information on Australian studies that involved the development, implementation, and evaluation of hospital-based simulation training packages within tertiary education.…”

“…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).…”

Student-led development and evaluation of a community pharmacy-based cardiovascular risk assessment

“…Reflections on this aspect of the work have been published as part of another study (Regan et al, 2014), but essentially it was suggested that unrealistic environments deprive the student of the opportunity to experience the reality of practice, meaning s/he is not well prepared for the workplace.…”

Satisfaction with simulation-based education among Bachelor of Midwifery students in public universities and colleges in Harar and Dire Dawa cities, Ethiopia

“…The benefits of simulation are many, not least the fact that such activities can support students in skills acquisition without exposing patients to risk and therefore potentially improving safety. The level of control that can be exerted over the simulation environment is higher compared with ‘real’ clinical situations 9 - 11 .…”