Pharmacy Student Response to Patient-Simulation Mannequins to Teach Performance-based Pharmacotherapeutics

Abstract

Objective. To design and implement a simulated patient-case assessment using a mannequin for critical care pharmacotherapeutic education of doctor of pharmacy students and to evaluate student satisfaction with the simulation. Design. During the second year of the doctor of pharmacy program, all students were required to complete Introduction to Critical Care. This course consisted of didactic education, written patientcase sessions, and an interactive patient simulation session. Information on the patient case was distributed to students after completing the didactic portion of the course. Patient information was programmed into a simulation mannequin, which demonstrated characteristics of a critically ill human. Students were surveyed post-simulation to determine the effectiveness of the learning experience. Assessment. The majority of students (88%) were extremely satisfied with the experience. The facilitator was considered to be extremely useful in 75% of responses. Conclusion. By simulating a patient case, the facilitator was able to control students' learning environment, adapt the simulation to the level of the students' performance, and debrief students immediately. Ultimately, by involving students in actual patient cases early in the pharmacy curriculum, this type of education could produce pharmacists with a high level of expertise and confidence.

A Report of Second Year Pharmacy StudentsÂ’ Experience after Using a Virtual Dispensing Program

“…In relation to pharmacy education, anecdotal evidence suggests simple simulation techniques such as role plays and case studies are currently being used and have been for many years. There is some research available for the use of more complex and immersive experiential simulation techniques that have been used in pharmacy schools, to teach a range of technical and non-technical skills, including critical care [10], interdisciplinary teamwork [11], and pharmacotherapy skills [12].…”

Effectiveness of Educational Technology to Improve Patient Care in Pharmacy Curricula

“…Barriers to implementing technology included student hesitation, 9,15,20 the need for technical support/oversight, 9,12,21,22 cost, 13,21,26 and resource utilization (eg, space, faculty time). 13,15,16,[19][20][21][22][23][24][25][26] …”

“…17 Results from an HPS study on myocardial infarction were higher, with an average examination score of 88% reported. 15 The use of HPS was well-received by students in these studies. Survey response rates were 93-100%.…”

“…13,[15][16][17] Students reported positive attitudes about simulation prior to and after their experiences, and 88% stated they enjoyed the simulation. [13][14][15] Students reported that using simulation enhanced learning, 13,17 that they enjoyed the realistic setting, 13,16 and that it increased their confidence. 14 Seventy to 94% of students stated they would like more simulation incorporated or would participate again if it was available.…”

“…14 Seventy to 94% of students stated they would like more simulation incorporated or would participate again if it was available. 15,17 Other student data resulting from how HPS was used included reports of enhanced understanding of the pharmacist's responsibilities during an advanced cardiac life support event, 17 learning of cardiovascular pharmacology and therapeutics, 17 improved dose calculations and medication preparation, 17 developed abilities to problem solve, 15 and better patient outcome realization of clinical decisions. 16 Simulation grades, with the exception of those related to advanced cardiac life support, were significantly improved with the implementation of HPS.…”