Virtual Patients in Pharmacy Education

Jabbur-Lopes, Monique; Mesquita, Alessandra Rezende; Silva, Leila M. A.; Neto, Abilio C. de Almeida; Lyra, Divaldo Pereira de

doi:10.5688/ajpe76592

Cited by 63 publications

(32 citation statements)

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“…As active learning techniques have been encouraged in pharmacy education, an increase in the use of technology has often followed [ 47 ]. The virtual patient technique is especially useful for training students for pharmaceutical care practice because it enables the application in clinical practice of the theoretical knowledge acquired by the students during their studies [ 49 ]. A further relevant issue is the application of knowledge in pharmacy practice.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Active Learning Methodologies on the Teaching of Pharmaceutical Care in a Brazilian Pharmacy Faculty

et al. 2015

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BackgroundIn recent years, pharmacists have been involved in expanded patient care responsibilities, for example patient counseling in self-medication, medication review and pharmaceutical care, which require graduates to develop the necessary competences. Consequently, reorientation of pharmacy education has become necessary. As such, active learning strategies have been introduced into classrooms to increase problem-solving and critical thinking skills of students. The objective of this study was to evaluate the performance and perceptions of competency of students in a new pharmaceutical care course that uses active learning methodologies.MethodsThis pharmaceutical care course was conducted in the first semester of 2014, in the Federal University of Sergipe. In the pharmaceutical care course, active learning methods were used, consisting of dialogic classroom expository, simulation and case studies. Student learning was evaluated using classroom tests and instruments that evaluated the perception of competency in pharmaceutical care practice. Furthermore, students' satisfaction with the course was evaluated.ResultsThirty-three students completed the four evaluations used in the course (i.e., a discursive written exam, seminars, OSCE, and virtual patient); 25 were female (75.75%), and the median age was 23.43 (SD 2.82) years. The overall mean of student scores, in all evaluation methods was 7.97 (SD 0.59) on a scale of 0 to 10 points, and student performance on the virtual patient method was statistically superior to other methods. With respect to the perception of competency in pharmaceutical care practice, a comparison of pre- and post-test scores revealed statistically significant improvement for all evaluated competences. At the end of the semester, the students presented positive opinions of the pharmaceutical care course.ConclusionsThe results suggest that an active learning course can enhance the learning of pharmaceutical care competences. In future studies it will be necessary to compare active learning to traditional methods.

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Section: Discussionmentioning

confidence: 99%

The Effect of Active Learning Methodologies on the Teaching of Pharmaceutical Care in a Brazilian Pharmacy Faculty

et al. 2015

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“…There are many VP applications, designs and definitions, which can incorporate modalities such as voice recognition, animations and videos. VP variations are recognised to be problematic when comparing studies2–4 and so the following definition was adopted.…”

Section: Introductionmentioning

confidence: 99%

“…A narrative review by Jabbur-Lopes et al highlighted that there were only seven studies on pharmacy VPs 2. Although the review covered a broad range of technology it only included undergraduate students and did not consider differences between the technologies or their purposes but focused on the users’ experiences 2. The review concluded that VPs have ‘the potential to be an innovative and effective educational tool in pharmacy education’ .…”

Section: Introductionmentioning

confidence: 99%

“…The review concluded that VPs have ‘the potential to be an innovative and effective educational tool in pharmacy education’ . 2 Kane-Gill and Smithburger’s review of wider simulation in pharmacy students included two VP studies (n=17); most studies included high-fidelity manikin or technologies which did not deploy an animated interactive patient 11. Simulation improved clinical skills, but this was not discussed relative to VPs specifically 11…”

Section: Introductionmentioning

confidence: 99%

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Virtual patient technology to educate pharmacists and pharmacy students on patient communication: a systematic review

Richardson

White

Chapman

2019

BMJ Simul Technol Enhanc Learn

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BackgroundVirtual patients (VPs) are a sub-type of healthcare simulation that have been underutilised in health education. Their use is increasing, but applications are varied, as are designs, definitions and evaluations. Previous reviews have been broad, spanning multiple professions not accounting for design differences.ObjectivesThe objective was to undertake a systematic narrative review to establish and evaluate VP use in pharmacy. This included VPs that were used to develop or contribute to communication or counselling skills in pharmacy undergraduates, pre-registration pharmacists and qualified pharmacists.Study selectionEight studies were identified using EBSCO and were quality assessed. The eligibility criteria did not discriminate between study design or outcomes but focused on the design and purpose of the VP. All the included studies used different VP applications and outcomes.FindingsFour themes were identified from the studies: knowledge and skills, confidence, engagement with learning, and satisfaction. Results favoured the VPs but not all studies demonstrated this statistically due to the methods. VP potential and usability are advantageous, but technological problems can limit use. VPs can help transition knowledge to practice.ConclusionsVPs are an additional valuable resource to develop communication and counselling skills for pharmacy students; use in other pharmacy populations could not be established. Individual applications require evaluation to demonstrate value due to different designs and technologies; quality standards may help to contribute to standardised development and implementation in varied professions. Many studies are small scale without robust findings; consequently, further quality research is required. This should focus on implementation and user perspectives.

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“…A more recent review by Jabbur-Lopes and colleagues focused on the use of VH in pharmaceutical care education to pharmacy students (Jabbur-Lopes et al, 2012). Using less stringent criteria than the work of Cook et al, this review found seven articles, four of which were conducted in North America.…”

Section: State Of the Artmentioning

confidence: 99%

Virtual Humans Playing the Role of Patients in Self-medication Consultations: Perspectives of Undergraduate Pharmacy Students

Cláudio

Carmo

Guerreiro

et al. 2016

Proceedings of the 11th Joint Conference on Computer Vision, Imaging and Computer Graphics Theory and Applications

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Virtual Patients in Pharmacy Education

Cited by 63 publications

References 32 publications

The Effect of Active Learning Methodologies on the Teaching of Pharmaceutical Care in a Brazilian Pharmacy Faculty

The Effect of Active Learning Methodologies on the Teaching of Pharmaceutical Care in a Brazilian Pharmacy Faculty

Virtual patient technology to educate pharmacists and pharmacy students on patient communication: a systematic review

Virtual Humans Playing the Role of Patients in Self-medication Consultations: Perspectives of Undergraduate Pharmacy Students

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