Use of Simulation-based Teaching Methodologies in US Colleges and Schools of Pharmacy

Objective. To demonstrate the feasibility of integrating the computer simulation, MyDispense, into a therapeutics course and to measure its effects on student perception and learning. Methods. We conducted a prospective study with an experimental phase and an implementation phase. In the first phase, students were randomized to complete a therapeutics case using MyDispense or traditional paper methods in class. In the second phase, all students completed two therapeutic cases using MyDispense in class with the option to complete four additional outside-of-class cases using MyDispense. Students completed pre-and post-tests in class and three surveys. Results. In the experimental phase, mean test scores increased from pre-to post-test for both MyDispense and traditional paper groups, but the difference between the groups was not statistically significant. Students in the traditional paper group reported statistically significant gains in confidence compared to the MyDispense group. In the implementation phase, mean test scores again increased, however, student perception of the use of MyDispense for therapeutics was negative. Completing the optional outside-of-class cases, however, was positively and significantly correlated with the midterm and final examination scores. Conclusion. Implementation of MyDispense in therapeutics may be feasible and has positive effects (eg, correlation with exam scores, capacity for immediate feedback, and potential for effective self-study). With short-term use and in the absence of assessment methods that also require seeking information from patients, students prefer to learn via traditional paper cases.

Section: Discussionmentioning

confidence: 99%

Integration of a Community Pharmacy Simulation Program into a Therapeutics Course

Shin

Tabatabai

Boscardin

et al. 2018

“…Smaller groups also would enable faculty members to assess individual student performance. Large groups (12)(13)(14)(15)(16) were used because of the high number of IPPE students assigned to Emory Healthcare, the small number of faculty facilitators onsite, and the limited accessibility to the training domain. Another limitation was the use of a single training patient.…”

Section: Discussionmentioning

confidence: 99%

“…1 Several reports on the use of simulation have been published in the pharmacy literature, [2][3][4][5][6][7][8][9] and many colleges and schools of pharmacy use simulation to supplement IPPEs. [10][11][12][13][14] Vyas and colleagues reported 29.7% of responding schools used simulation during IPPEs. 12 Standardized patients and high-fidelity manikins are also used to supplement IPPE and demonstrate improving students' knowledge.…”

Section: Introductionmentioning

confidence: 99%

“…[10][11][12][13][14] Vyas and colleagues reported 29.7% of responding schools used simulation during IPPEs. 12 Standardized patients and high-fidelity manikins are also used to supplement IPPE and demonstrate improving students' knowledge. 5,7 Reports are limited on using EHR simulation in health care education, 9,[15][16][17] and no data on EHR order verification simulation exist in the pharmacy literature.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Simulated Order Verification and Medication Reconciliation during an Introductory Pharmacy Practice Experience

Metzger

Chesson

Momary

2015

Objective. To create, implement, and assess a simulated medication reconciliation and an order verification activity using hospital training software. Design. A simulated patient with medication orders and home medications was built into existing hospital training software. Students in an institutional introductory pharmacy practice experience (IPPE) reconciled the patient's medications and determined whether or not to verify the inpatient orders based on his medical history and laboratory data. After reconciliation, students identified medication discrepancies and documented their rationale for rejecting inpatient orders. Assessment. For a 3-year period, the majority of students agreed the simulation enhanced their learning, taught valuable clinical decision-making skills, integrated material from previous courses, and stimulated their interest in institutional pharmacy. Overall feedback from student evaluations about the IPPE also was favorable. Conclusion. Use of existing hospital training software can affordably simulate the pharmacist's role in order verification and medication reconciliation, as well as improve clinical decision-making.

“…Only 29.7% of the schools participating in the survey reported using simulation for IPPEs. 6 Two schools of pharmacy looked at the effects of participation in simulation activities on knowledge and skills. In 2010, University of Missouri-Kansas City School of Pharmacy described incorporating 9 hours of high-fidelity simulation involving 3 acute care cases into a longitudinal clinical IPPE that students on a satellite campus were completing in the fourth year of a 5-year professional program.…”

Section: Introductionmentioning

confidence: 99%

Sequencing of Simulation and Clinic Experiences in an Introductory Pharmacy Practice Experience

Leon

Hajjar

Bellottie

2015

Objective. To examine how the intrasemester sequencing of a simulation component, delivered during an ambulatory care introductory pharmacy practice experience (IPPE), affects student performance on a series of 3 assessments delivered during the second professional (P2) year. Design. At the Jefferson College of Pharmacy (JCP), P2 student pharmacists were randomly assigned to 6 weeks of simulation activities, followed by 6 weeks on site at an ambulatory care clinic or vice versa during either the fall or spring semesters. At the end of each semester, these students completed 3 skills-based assessments: answering a series of drug information (DI) questions; conducting medication adherence counseling; and conducting a medication history. The 2 groups' raw scores on assessment rubrics were compared. Assessment. During academic years 2011-2012 and 2012-2013, 180 P2 student pharmacists participated in the required ambulatory care IPPE. Ninety experienced simulation first, while the other 90 experienced the clinic first. Students assessed over a 2-year time span performed similarly on each of 3 skills-based assessments, regardless of how simulation experiences were sequenced within the IPPE. Conclusion. The lack of significant difference in student performance suggests that schools of pharmacy may have flexibility with regard to how they choose to incorporate simulation into clinical ambulatory care IPPEs.