Pharmacy students' medication history taking competency: Simulation and feedback learning intervention

Bajis, Dalia; Chaar, Betty; Basheti, Iman A.; Moles, Rebekah

doi:10.1016/j.cptl.2019.06.007

Cited by 23 publications

(24 citation statements)

References 37 publications

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“…One moderate theory talk article described the development and design of a formative and summative OSCE program across the entire curriculum [ 50 ]. All five moderate theory talk studies in a simulation or OSCE training environment incorporated immediate verbal [ 51 , 52 , 53 ] written [ 50 ], or multimodal [ 54 ] feedback into their methodology.…”

Section: Resultsmentioning

confidence: 99%

Feedback for Learning in Pharmacy Education: A Scoping Review

Nelson

McCall

Corbett³

et al. 2021

Pharmacy

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Feedback is an effective pedagogy aimed to create cognitive dissonance and reinforce learning as a key component of clinical training programs. Pharmacy learners receive constant feedback. However, there is limited understanding of how feedback is utilized in pharmacy education. This scoping review sought to summarize the breadth and depth of the use of feedback within pharmacy education and identify areas for future research. PubMed, Embase, Scopus, and Web of Science were searched for English articles since January 2000 to identify studies related to feedback in pharmacy education. Sixty-four articles were included for analysis, stratified by moderate and major theory talk, where moderate theory talk explicitly included feedback into study design and major theory talk included feedback into both study design and analysis. Feedback was provided in Bachelor (14%), Master (15.6%), Doctor of Pharmacy (67.2%) and post-graduate programs (4.7%) on a variety of curricular objectives including communication and patient work up in didactic, objective structured clinical examination (OSCE), and experiential settings, and career/interview preparation in the co-curriculum. Feedback comments were mostly written in didactic courses, and both written and verbal in OSCE, experiential, and co-curricular settings. The pharmacy education feedback literature lacks depth beyond student perceptions, especially with respect to assessing the effectiveness and quality of feedback for learning. While feedback has been utilized throughout pharmacy education across myriad outcomes, several areas for inquiry exist which can inform the design of faculty and preceptor development programs, ensuring provision of effective, quality feedback to pharmacy learners.

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Section: Resultsmentioning

confidence: 99%

Feedback for Learning in Pharmacy Education: A Scoping Review

Nelson

McCall

Corbett³

et al. 2021

Pharmacy

View full text Add to dashboard Cite

show abstract

“…Pharmacists can play an important role in Jordan, reversing preventable factors by educating patients about correct inhaler technique and managing asthma exacerbation. As competency-based pharmacy training and assessment underpin the pharmacy profession and practice, schools of pharmacy in Jordan and neighbouring countries are also charged with facilitating locally-tailored and innovative educational opportunities (Bajis et al, 2016;Almaghaslah et al, 2018;Bajis, Moles & Chaar, 2018;Cheema, 2018;Bajis et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Teaching asthma first aid to pharmacy students: A comparative study between an online course and simulation by role-play

et al. 2021

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Objective: To assess the impact of a bimodal workshop on pharmacy students’ ability to perform asthma first aid (AFA) and their preferred method of learning. Method: Pharmacy students from the Applied Science University (ASU) in Amman, Jordan were invited to participate in an AFA training workshop, comprised of an online training course and simulation by role-play. Students were randomly allocated to one of two groups to start with either a simulation-based session or an interactive online course. After completion of the first session, groups were switched. Student ability to perform AFA was assessed by role-play using an AFA checklist. Students’ preferences on methods of learning were investigated by evaluation forms and focus group discussion using a semi-structured survey. Results: Fifty students enrolled in the study, 35 (70%) completed the evaluation forms on self-perceived confidence and overall satisfaction with the workshop. Performance in the role-played scenarios was not significantly correlated to whether students received the online training prior to assessment. Students (n=35, 97%) agreed the AFA workshop increased their knowledge and confidence in managing a patient experiencing asthma exacerbation. When asked about their preferred method of learning, 77% stated a combination of online coursework and role-play. Conclusion: Students valued the novelty of combining learning methods, and hands-on training was perceived as necessary to consolidate knowledge into practice. Thus, blended learning was preferred by pharmacy students attending ASU in Jordan for learning how to perform AFA, and their performance was not affected by the mode of learning in this study.

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“…The superiority of faculty-assisted virtual patient encounters versus student self-directed virtual patient experiences has been described in previous studies (Edelbring & Wahlström, 2016;Taglieri et al, 2017;Hepps, Yu & Calaman, 2019). Simulation, in combination with feedback, has been an effective method in training and assessment (Bajis et al, 2019).…”

Section: Descriptionmentioning

confidence: 91%

Distance assessment of counselling skills using virtual patients during the COVID-19 pandemic

et al. 2020

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Background: Reports on using virtual patients to assess counselling skills is scarce. Aim: This paper describes the feasibility and acceptability of assessing patient counselling skills of pharmacy students using a virtual patient simulator. Description: In this innovative method, a high quality simulator ‘Virtual Patient Learning’ (VPL) was developed at Gulf Medical University (GMU) and was used to assess the counselling skills of 15 pharmacy graduate students. Counselling skills were measured using a four-domain scoring rubric of 1 to 5 marks followed by instant feedback for improvements. Student and faculty satisfaction scores were collected based on the feasibility and acceptability of the assessment method. Evaluation: The average counselling skills score for all students was 68.4 (85.5%) out of 80 (range 54-76), with a standard deviation of 5.8. The overall student agreement on the feasibility and acceptability of the assessment method was 92.8%; it was 100% agreement for faculty. Conclusion: The use of a high quality VPL simulator in assessing counselling skills was deemed feasible and acceptable for students and faculty. The assessment was repeated among 30 Doctor of Pharmacy (Pharm.D.) graduates with similar outcomes. The virtual counselling method will be used in the programme exit exams, as well as in students entering their experiential year. Further studies are required to assess its validity and reliability with more students.

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Pharmacy students' medication history taking competency: Simulation and feedback learning intervention

Cited by 23 publications

References 37 publications

Feedback for Learning in Pharmacy Education: A Scoping Review

Feedback for Learning in Pharmacy Education: A Scoping Review

Teaching asthma first aid to pharmacy students: A comparative study between an online course and simulation by role-play

Distance assessment of counselling skills using virtual patients during the COVID-19 pandemic

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