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

Fens, Tanja; Dantuma-Wering, Claudia M.; Taxis, Katja

doi:10.3390/pharmacy8040198

Cited by 20 publications

(52 citation statements)

References 48 publications

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“…The theme of learning experience that emerged from the data encompassed student reflections on the overall experience, which were often emotional and described the activity as intense, exhausting but also rewarding and transformative. A recurrent concept negatively reflected upon was the lack of overt feedback, which is consistent with findings from similar gamified simulations [ 15 ]. Overall, students valued the plethora of learning opportunities and safety within the simulation, being able to apply their knowledge, practice their skills and learn from their errors, all in an environment without risk of patient harm [ 38 , 39 ], which are essential aspects of healthcare simulation and a learning objective of this gamified simulation.…”

Section: Discussionsupporting

confidence: 85%

“…Early research from the University of Groningen used student surveys to report briefly that participants enjoyed the game and felt that it supported their integration of knowledge and skills in preparation for intern practice [ 14 , 23 ]. Subsequent research used official evaluation reports, which conveyed that students in their Pharmacy Game felt motivated to learn but lacked feedback on their performances [ 15 ]. This mirrors our findings that students valued such aspects of the simulation but were frustrated with the lack of direct feedback, although some recognized the latter emulated the more subtle feedback mechanisms anticipated in professional pharmacist practice.…”

Section: Discussionmentioning

confidence: 99%

“…While the gamified pharmacy simulation educational approach has been used by a small number of universities for many years [ 14 , 15 , 23 , 24 , 25 , 26 ], there is a dearth of research detailing the influence on students’ experience of learning from such an intensive and emotionally impactful activity. This research aimed to evaluate senior pharmacy students’ experiential learning during participation in an extended, immersive gamified simulation.…”

Section: Introductionmentioning

confidence: 99%

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Experiential Learning in a Gamified Pharmacy Simulation: A Qualitative Exploration Guided by Semantic Analysis

et al. 2021

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Experiential learning is an important component of pharmacist education and is primarily achieved through supervised placement or simulation. This study explored senior pharmacy students’ experiential learning in an extended, immersive, gamified simulation, conducted as a capstone learning activity toward the end of their final year of study, consolidating all prior learning and preparing students for intern practice. The simulation aimed to enhance student confidence, competence and collaboration. The three-week activity involved student teams competitively managing simulated pharmacies, assuming the role of pharmacists to complete all scaffolded assessments, including dispensing prescriptions, clinical cases, verbal counselling, simulated patient cases, interprofessional collaboration, and assignments. Assessments were marked continuously, with consequences of practice acknowledged through gain or loss of ‘patients’ for the pharmacy. From 2016 to 2018, 123 students completed multiple individual reflective journals (n = 733). Reflective journals were analyzed to explore the student experience, using a mixed methods approach. Initial Leximancer® 4.51 semantic analysis guided thematic analysis, conducted in NVivo® 12. The major themes that emerged were teamwork, patient-centeredness, medicines provision, future practice, and the learning experience. Student participants reported an intense and emotional experience in the gamified simulation, with many students revealing transformation in their skills, behaviors and attitudes over its duration.

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Section: Discussionsupporting

confidence: 85%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Experiential Learning in a Gamified Pharmacy Simulation: A Qualitative Exploration Guided by Semantic Analysis

et al. 2021

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“…Finally, all data on the learning outcomes were reviewed to identify a common suite of learning outcomes. These The questionnaire was distributed to all seven universities that had implemented the Pharmacy Game, namely, the University of Groningen [5,14,27] and Utrecht University [20,21,23], Netherlands; Vrije Universiteit Brussel [28], Belgium; University of Nottingham and University of Bath, England; Vilnius University, Lithuania; and Griffith University, Australia [29]. One representative from each university was the contact person completing the questionnaire.…”

Section: Questionnaire Design Distribution and Data Analysesmentioning

confidence: 99%

The International Pharmacy Game: A Comparison of Implementation in Seven Universities World-Wide

et al. 2021

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The utilization of serious games and simulations in health professional education has increased. The Pharmacy Game is one such concept that intersects gamification and simulation, in which pharmacy student teams competitively manage simulated pharmacies; a concept included in the pharmacy curricula of seven international universities. This study aimed to compare the implementation and conduct of the Pharmacy Game of participant universities and their students’ performance in the same educational task. Data were collected via a questionnaire completed by academic staff in April 2020, and the collation of results of the same patient case was conducted at each university (April 2020 to March 2021). The main results reflected differences in the game frequencies and the curricular approach (standalone or integrated course) and in the learning outcomes for the Pharmacy Game. Other differences were identified in the extent to which students of other professions were part of the game such as medical students or pharmacy assistants. Student case outcomes revealed similar strengths across the universities in patient communication and focus on safety, with variations identified as areas for improvement. Collation of the international utilization of the Pharmacy Game identified a broad spectrum of similar learning outcomes, inspiring a model of international core and aspirational learning outcomes. While the Pharmacy Game has been implemented with flexibility regarding the numbers of teams (4–10) and the duration of activity (12–36 days), all universities reported positive experiences and student outcomes, suggesting that the intervention represents a potential tool to deliver capstone learning experiences, promote interprofessional education, reinforce patient safety, and prepare pharmacy graduates for future practice.

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“…In the third course, in which the summative OSCE is taken, students run multiple simulation pharmacies in groups of five to seven students as a preparation for their first internship [ 55 ]. This gives them the opportunity to practice their communication and pharmaceutical skills with simulation patients who visit these mock pharmacies.…”

Section: Major Topics On Patient Centered Communication In Our Curmentioning

confidence: 99%

Design of a Pharmacy Curriculum on Patient Centered Communication Skills

et al. 2021

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For delivering high quality pharmaceutical care pharmacy students need to develop the competences for patient centered communication. The aim of the article is to describe how a curriculum on patient centered communication can be designed for a pharmacy program. General educational principles for curriculum design are based on the theories of constructive alignment, self-directed learning and the self-determination theory. Other principles are paying systematic and explicit attention to skills development, learning skills in the context of the pharmacy practice and using a well-balanced system for the assessment of students’ performance. Effective educational methods for teaching communication skills are small group training sessions preferably with (simulation) patients, preceded by lectures or e-learning modules. For (formative or summative) assessment different methods can be used. The Objective Structured Clinical Exam (OSCE) is preferred for summative assessment of communication competence. The principles and educational methods are illustrated with examples from the curriculum of the master Pharmacy program of Utrecht University (The Netherlands). The topics ‘pharmaceutical consultations on prescription medicine,’ ‘pharmaceutical consultations on self-care medication’ and ‘clinical medication reviews’ are described in detail. Finally, lessons learned are shared.

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

Cited by 20 publications

References 48 publications

Experiential Learning in a Gamified Pharmacy Simulation: A Qualitative Exploration Guided by Semantic Analysis

Experiential Learning in a Gamified Pharmacy Simulation: A Qualitative Exploration Guided by Semantic Analysis

The International Pharmacy Game: A Comparison of Implementation in Seven Universities World-Wide

Design of a Pharmacy Curriculum on Patient Centered Communication Skills

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