The Use of Simulation Based Learning: With Bachelor of Science Pharmaceutical Science and PharmD Students

Abstract

Background and purpose Interprofessional education between bachelor of science pharmaceutical science (BSPS) students and Doctor of Pharmacy (PharmD) students is rare. According to the Association of American Medical Colleges, more than 80% of medical schools incorporate simulation based teaching within all four years of the curriculum. Educational activity and setting The University of Rhode Island College of Pharmacy healthcare simulation lab has developed integrated educational opportunities for both groups of students by offering independent study opportunities that allow BSPS students to collaborate with PharmD students. A recent example of this model includes BSPS student development of patient cases which are integrated into high-fidelity human patient simulators with faculty assistance. A senior BSPS student researched and designed four clinical patient cases which were presented to P3 pharmacy students. Findings In all four cases, there was an increase in knowledge and attitudes following the simulation. Qualitative comments from students noted the importance of patient education and an enhanced ability to manage disease and side effects. Summary The nature of the simulation lab at the University of Rhode Island is a platform that can be modeled by other institutions with both PharmD and BSPS programs.

Subjective and objective benefits of a novel opioid‐related disorders simulation learning experience for pharmacy students

“…The initial and post‐class surveys were scheduled directly to coincide with the IPASS simulation activity, and the survey 1 month later coincided with the end of the semester. The knowledge‐based benefits of a simulated experience are shown and are consistent with publications from other schools of pharmacy 18,19 . This paper helps to highlight a call to action for pharmacy schools to provide interactive simulated experiences to interest and engage learners in an important area of medicine.…”

“…The students were provided with resources to help identify stigmatized language. 16,17 The purpose of this part was to show the learner what stigmatizing behavior felt like from a patient's perspective and to help frame against the judgment of patients while participating in a safe container of simulation.…”