Use of Virtual Patients in an Advanced Therapeutics Pharmacy Course to Promote Active, Patient-Centered Learning

Abstract

Objective. To assess student satisfaction and learning of course objectives following the integration of virtual patient cases designed to promote active, patient-centered learning in an advanced therapeutics pharmacy course. Design. A dynamic virtual patient platform that incorporated a branched-narrative, decision-making teaching model was used in an advanced therapeutics course to supplement lecture content. Assessment. Presimulation and postsimulation tests were used to assess student learning. The use of virtual patients significantly enhanced student learning for both higher-and lower-level test questions (p,0.001 and p50.01, respectively). Students agreed or strongly agreed that the virtual patient cases provided an effective way to learn (72%), were enjoyable (69%), and were appropriate in content (80%), and that more should be incorporated (59%). Conclusion. The use of virtual patients in an advanced therapeutics practicum effectively promoted active, patient-centered learning; engaged students in an interactive and dynamic educational technology; encouraged teamwork; enhanced higher-level student learning; and improved student satisfaction in the course.

A Scenario-Based Virtual Patient Program to Support Substance Misuse Education

“…In addition to online modules, online virtual patients are used in educating health professionals, 21,22 with increased use in pharmacy education over the last decade. [23][24][25][26][27][28][29][30][31] Virtual patient programs allow learners to gain experience by making and learning from decisions in a safe environment, 25 thus supporting the active experimentation stage of experiential learning theory. 32 The inclusion of "scenario-based" virtual patient programs can be effective where strategic, rather than procedural, learning goals are required.…”

Technology in the Pharmacy Learning Environment: Surveys of Use and Misuse

“…More than 60% of respondents conveyed that their institutions have no clearly defined policy regarding cell phone use during class; the decision is at the discretion of individual instructors to determine course directives. A small number of respondents (7,8.3%) in our study reported they do not have a cell phone policy.…”

“…[4][5][6][7] Other research has focused on faculty and students' satisfaction and perceived effectiveness of educational technologies utilized in pharmacy education. [8][9][10][11][12][13] Technology appears to be changing the pharmacy educational environment and creating opportunities for learning.…”

Integration of a Community Pharmacy Simulation Program into a Therapeutics Course

“…As in the previous studies, receiving immediate feedback, accessing exercises without a geographical or temporal limitation, providing a safe environment, and practicing processing a prescription were identified as useful features of MyDispense. 8,[17][18][19][20] Like many simulation programs, MyDispense has a limited scope of simulation as it does not simulate hospital pharmacy practice or an authentic interaction with other health care providers and patients. When implementing a simulation in a course, course directors should consider its useful features and limitations to determine the best way for its incorporation.…”