Simulation based learning methodology in pharmacology: knowledge and perception among second year medical under-graduate students

Abstract

Background: Simulation-based learning (SBL) enhances problem-solving, improves skills in health care professionals. Authors assessed its use in teaching and learning pharmacology among medical undergraduates exposed to METIman, human patient simulator.Methods: Medical undergraduate students exposed to SBL for over a year (8 clinical pharmacology related scenarios) were asked to fill a validated questionnaire at the end of the academic year.Results: Of 145 students who underwent SBL, the data of 84 were analysed. The overall satisfaction score with SBL was highly significant in 79 (94%) with a score of 26-35. Participants opined that it increases the depth of experience (91.6%), provides a no risk learning and immediate feedback opportunity (93.4%), a good opportunity to come across rare scenarios (86.2%), enhances decision making, communication, teamwork and skill development (92%); opportunity of repeated learning and enhanced patient safety at hospitals (89.28%), reduces the dependency on patients (72.8%), good opportunity for crisis training (88.0%) were other factors favouring the use of SBL. Preference for an increase in the number of classes allotted to simulation (27.4%) and reducing the duration of class (9.6%) were the major suggestions. It is an excellent method to teach and make it interesting to learn pharmacology (80.0%)Total score varied between 23-35 with a mean±SD of 35±30.64. None had a score of 7-15.Conclusions: SBL is an effective teaching and learning methodology with adequate participant satisfaction. It can be of immense utility as a learning tool with better outcome in learning, retention and recall.

Simulation as a Tool to Illustrate Clinical Pharmacology Concepts to Healthcare Program Learners

“…Although research surrounding HFPS use has increased over the last 14 years, this modality of simulation remains underutilized in the teaching of the basic sciences [15]. HFPS has been demonstrated to be an effective tool for both health professions [6,[35][36][37][38][39][40][41][42][43][44][45] as well as PhD [1•] candidates in increasing pharmacology knowledge as well as perceived understanding of the material and its context within both clinical practice and for translational research. Studies have evaluated the clinical pharmacology of multiple agents and classes (Table 2).…”