Use of Simulations to Improve Pharmacy Students’ Knowledge, Skills, and Attitudes About Medication Errors and Patient Safety

Frenzel, Jeanne E.; Skoy, Elizabeth; Eukel, Heidi

doi:10.5688/ajpe6644

Cited by 19 publications

(22 citation statements)

References 23 publications

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“…To our knowledge, no previous studies have evaluated the impact of simulated rounds on changes in sepsis knowledge. Although previous studies have indicated that simulation exercises increase knowledge and skills, [9][10][11][12][17][18][19][20] our students did not show a statistically significant change in sepsis knowledge between the didactic lecture and simulation. This finding may be due to significant changes already being observed between the pre-and post-didactic lecture surveys as well as small sample sizes.…”

Section: Discussioncontrasting

confidence: 95%

“…Although not statistically significant, students demonstrated an overall increase in knowledge following the simulation activity. In 2018, Frenzel et al 12 investigated the use of simulations in preparing pharmacy students to identify and respond to medication errors. Following the simulation, students (n = 90) showed a statistically significant increase in overall knowledge assessment scores (p < 0.01).…”

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confidence: 99%

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Evaluation of a sepsis teaching rounds simulation for pharmacy students

Jenkins

Laswell

2019

Currents in Pharmacy Teaching and Learning

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Background and purpose: The goal of this prospective, observational cohort study was to determine if simulated interdisciplinary teaching rounds improved student perceptions of confidence and attitudes towards working as part of a team. The secondary objective of this study was to investigate changes in student knowledge of the management of sepsis. Educational activity and setting: Students participated in a traditional sepsis lecture followed by a simulated interdisciplinary rounding experience. Confidence and collaborative attitudes were assessed using a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree). Changes in knowledge were measured using multiple choice questions. Students completed these tools at three points in time: pre-lecture, post-lecture, and post-simulation. Findings: Student confidence and attitudes related to interdisciplinary rounds improved following the simulation (2 of 4 items, p = 0.003; 2 of 5 items, p < 0.05). Also, most students agreed or strongly-agreed that the simulation reinforced knowledge gained from lecture (94.7%), that lecture followed by a simulation was the most effective way to learn about sepsis (94.7%), and that the simulation helped reinforce critical-thinking skills (94.7%). Knowledge improved between the didactic lecture and the simulation, but these differences were not found to be statistically significant. Summary: A simulated interdisciplinary rounding experience may increase student confidence during teaching rounds and improve attitudes towards working alongside other healthcare professionals. Incorporating rounding simulations into pharmacy curricula may be beneficial towards student success on rounds. Background and purpose With their expanding role, pharmacists are becoming more involved in direct patient care that often includes interdisciplinary rounding. Some student pharmacists may not have the chance to interact in a formal patient care rounding experience until their advanced pharmacy practice experiences (APPEs) or after graduation. It is important to expose students to these team dynamics so that they are prepared to function in various practice settings. There are many ways in which interprofessional communication can be introduced and strengthened within pharmacy curricula; simulation training is one such method. Simulated clinical scenarios allow participants to discover their roles and responsibilities as part of a healthcare team. These scenarios mimic the high-risk situations encountered in clinical practice and provide a safe haven for students to make and learn from their mistakes. 1-3 Because sepsis is associated with high mortality rates and is the most expensive condition treated in United States hospitals, it is

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Section: Discussioncontrasting

confidence: 95%

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confidence: 99%

Evaluation of a sepsis teaching rounds simulation for pharmacy students

Jenkins

Laswell

2019

Currents in Pharmacy Teaching and Learning

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“…In the present study the simulation-based training improved the anesthetists' attitude significantly (P < 0.03) which is in line with a study done at a single pharmacy school campus in North Dakota State University which used root cause analysis to evaluate pharmacy students improvement in attitude to reduce medication error and promote patient safety [18]. The improvement in the posttest attitude score could be because the simulation-based sessions encouraged participants to actively engage in the real time patient care and during the debriefing session video analysis on what went well and what could have been improved were discussed.…”

Section: Discussionsupporting

confidence: 88%

The effect of simulation-based training in non-physician anesthetists in Tigray region, Ethiopia

et al. 2020

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Objective: In Ethiopia simulation-based anesthesia education is a new way of teaching method which started in Mekelle University as of January, 2019. Hence, the purpose of this study is to evaluate whether simulation-based training improves non-physician anesthetists' knowledge and attitude on maternal and neonatal anesthesia cares or not. Results:Out of 50 study subjects, 66% had a working experience of less than 5 years. Knowledge score improved significantly from 49.78 to 66.22% in pretest and posttest results respectively. The posttest result was significantly improved (P < 0.001) for all knowledge questions. The respondents were asked about a negative statement and a positive statement about the need to have effective closed lope communication, maternal resuscitation and neonatal resuscitation. The attitude score improved from 72.45 to 79.11% in pretest and posttest respectively. From the 9 questions the attitudinal mean score for pretest was 6.52 and posttest 7.12. The null hypothesis of equal knowledge and attitude was rejected, t (49) = − 5.54, P < 0.001 and t (49) = − 2.25, P < 0.03 respectively.

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“…State University which used root cause analysis to evaluate pharmacy students improvement in attitude to reduce medication error and promote patient safety(18) (18,19). The improvement in the posttest attitude score could be because the simulation-based sessions encouraged participants to actively engage in the real time patient care and during the debriefing session video analysis on what went well and what could have been improved were discussed.…”

Section: Discussionmentioning

confidence: 99%

The effect of simulation-based training in non-physician anesthetists in Tigray region, Ethiopia

Etanaa

Benwu

Gebremedhin

et al. 2020

Preprint

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Objective : In Ethiopia simulation-based anesthesia education is a new way of teaching method which started in Mekelle University as of January, 2019. Hence, the purpose of this study is to evaluate whether simulation-based training improves non-physician anesthetists' knowledge and attitude on maternal and neonatal anesthesia cares or not.Results : Out of 50 study subjects, 66% had a working experience of less than 5 years.. Knowledge score improved significantly from 49.78% and 66.22% in pretest and posttest results respectively.The posttest result was significantly improved (P< 0.001) for all knowledge questions. The respondents were asked about a negative statement and a positive statement about the need to have effective closed lope communication, maternal resuscitation and neonatal resuscitation. The attitude score improved from 72.45% to 79.11% in pretest and posttest respectively. From the 9 questions the attitudinal mean score for pretest was 6.52 and posttest 7.12. The null hypothesis of equal knowledge and attitude was rejected, t (49) = -5.54, p < 0.001 and t (49) = -2.25, p < 0.03 respectively.

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Use of Simulations to Improve Pharmacy Students’ Knowledge, Skills, and Attitudes About Medication Errors and Patient Safety

Cited by 19 publications

References 23 publications

Evaluation of a sepsis teaching rounds simulation for pharmacy students

Evaluation of a sepsis teaching rounds simulation for pharmacy students

The effect of simulation-based training in non-physician anesthetists in Tigray region, Ethiopia

The effect of simulation-based training in non-physician anesthetists in Tigray region, Ethiopia

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