Transitioning Knowledge Gained From Simulation to Pharmacy Practice

Objective. To determine pharmacy students' knowledge retention from and comfort level with a patient-case simulation compared with a written patient case. Design. Pharmacy students were randomly assigned to participate in either a written patient case or a simulated patient case in which a high-fidelity mannequin was used to portray a patient experiencing a narcotic and acetaminophen overdose. Assessment. Participants' responses on a multiple-choice test and a survey instrument administered before the case, immediately after the case, and 25 days later indicated that participation in the simulated patient case did not result in greater knowledge retention or comfort level than participation in the written patient case. Students' knowledge improved post-intervention regardless of which teaching method was used. Conclusions. Although further research is needed to determine whether the use of simulation in the PharmD curriculum is equivalent or superior to other teaching methods, students' enthusiasm for learning in a simulated environment where they can safely apply patient care skills make this technology worth exploring.

Section: Discussionmentioning

confidence: 99%

Pharmacy Student Knowledge Retention After Completing Either a Simulated or Written Patient Case

Ray

Wylie

Rowe

et al. 2012

“…Studies in the literature involving undergraduate healthcare students engaged with virtual or real-life scenarios (using actors) in their study programs are predominantly grounded in simulation-based education 19,20 and in conjunction with interprofessional learning, [21][22][23] and patient safety units. 24,25 The current study offers new insights for teaching patient self-management through the use of indepth interviews connecting students with the experiences of real patients living with chronic pain.…”

Section: Discussionmentioning

confidence: 99%

A Learning and Teaching Resource on Patient Self-Management of Chronic Pain

Smith

Brown

Bundy

et al. 2013

Objective. To develop, pilot test, and evaluate an instructional module on patient self-management for undergraduate pharmacy students in an Australian university. Design. Learning outcomes and associated content and assessment tasks were developed, featuring lecture and readings, in-class discussions, and online delivery of in-depth interviews with patients who were living with chronic pain. Assessment. Students completed a premodule and postmodule questionnaire and were further assessed by multiple-choice questions following completion of the module and again at the end of the semester. Positive changes were identified in the students' discourse surrounding patient self-management of chronic pain. Responses to multiple-choice questions showed that knowledge was sustained over the course of the semester. Conclusions. Completion of a comprehensive module on patient self-management increased undergraduate pharmacy students' understanding and knowledge of patients experiencing chronic pain. The module could be implemented across other healthcare disciplines.

“…The survey was not validated with a test group; instead, questions from previous studies were used to recreate similar survey questions. [10][11][12][13][14][15][16][17][18] Regarding additional postsurvey questions, although most students chose agree and strongly agree, 20% on average were neutral or did not agree. It is difficult to know, therefore, if this was survey fatigue or if students had a bad experience with the activity.…”

Section: Discussionmentioning

confidence: 99%

“…Simulation in high-risk interprofessional activities in trauma and emergency departments, and intensive care units is used. [16][17][18] In these simulation experiences, interprofessional education improves safety, gives clarity in roles, and leads to more effective communication.…”

Section: 12mentioning

confidence: 99%

Changes in Student Performance and Confidence with a Standardized Patient and Standardized Colleague Interprofessional Activity

Davies

Schonder

Meyer

et al. 2015

Objective. To assess the impact of a standardized patient and standardized colleague interprofessional activity on student performance and perceived confidence in communicating with patients and physicians. Methods. Students in the third professional year were presented with a practice and final activity including a standardized patient interaction, SOAP note preparation, and standardized colleague interaction. Student performance was measured by assessment rubrics on practice and final activities. Students' perceived confidence was measured via presurvey and postsurvey. Results. Students performed significantly better from the practice to the final activity with regard to communicating with patients, SOAP note, and the overall activity with a mean difference (95% CI) of 9.2 (6.9-11.5), 3.6 (1.3-5.8), and 3.9 (2.0-5.7), respectively. There was a positive significant change from presurvey to postsurvey in students' confidence talking to patients and physicians on majority of questions. Conclusion. This study demonstrates that active learning and integrated assessments improve overall student performance. Integration of interprofessional education also has positive effects on students' perceived confidence.