Simulation and Feedback in Health Education: A Mixed Methods Study Comparing Three Simulation Modalities

Abstract

Background. There are numerous approaches to simulating a patient encounter in pharmacy education. However, little direct comparison between these approaches has been undertaken. Our objective was to investigate student experiences, satisfaction, and feedback preferences between three scenario simulation modalities (paper-, actor-, and computer-based). Methods. We conducted a mixed methods study with randomized cross-over of simulation modalities on final-year Australian graduate-entry Master of Pharmacy students. Participants completed case-based scenarios within each of three simulation modalities, with feedback provided at the completion of each scenario in a format corresponding to each simulation modality. A post-simulation questionnaire collected qualitative and quantitative responses pertaining to participant satisfaction, experiences, and feedback preferences. Results. Participants reported similar levels satisfaction across all three modalities. However, each modality resulted in unique positive and negative experiences, such as student disengagement with paper-based scenarios. Conclusion. Importantly, the themes of guidance and opportunity for peer discussion underlie the best forms of feedback for students. The provision of feedback following simulation should be carefully considered and delivered, with all three simulation modalities producing both positive and negative experiences in regard to their feedback format.

The Pharmacy Game-GIMMICS® a Simulation Game for Competency-Based Education

“…Many teaching methods are used in pharmacy education, but simulation-based training and the use of a serious game have gained particular attention [ 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 ]. Simulation is understood as an artificial representation of a real-world process to achieve educational goals through experiential learning [ 21 , 22 ].…”

Feedback for Learning in Pharmacy Education: A Scoping Review

“…The computer-based simulation incorporated feedback immediately after completing the game as a detailed scorecard. For the simulated patient, a video recording of the role-play was provided to the students along with their score and feedback using a guide the day after the experience [ 56 ].…”

Pre-Brief in Simulation-Based Experiences: A Scoping Review of the Literature

“…In fact, SBEs yielded better outcomes in student satisfaction and learning outcomes when compared to traditional lecture and reading-based learning ( Franklin et al, 2015 ;La Cerra et al, 2019 ;Li et al, 2019 ). Tait et al (2018) established that computer-based and role-play/mannequin simulations with a pre-briefing were effective in achieving learning outcomes and student engagement.…”

“…As evidenced by a thorough review of the literature exploring the use of realistic, high-fidelity, computer or mannequin-based simulations improves a number of variables among learners, including skill, knowledge ( Tait et al, 2018 ), communication ( Evans et al, 2014 ;Lee et al, 2021 ;Li et al, 2019 ) and self-efficacy ( Li et al, 2019 ). As stated in the research question, the authors sought to determine how the pre-brief might contribute to these improved variables.…”