Objective. To assess the effect of simulation-based learning on doctor of pharmacy (PharmD) students' ability to perform accurate blood pressure assessments and to measure student satisfaction with this novel teaching method. Methods. Didactic lectures on blood pressure assessment were combined with practical sessions using a high-fidelity computerized patient simulator. Before and after the simulation sessions, students completed a written objective examination to assess knowledge and completed a survey instrument to determine their attitudes regarding the learning experience. Individual clinical skills were assessed using the patient simulator. Results. Ninety-five students completed the study. Significant improvement was seen in students' knowledge and their ability to accurately determine blood pressure following simulation sessions. Survey responses indicated that students felt confident that simulation-based learning would improve their ability to perform accurate blood pressure assessments. Conclusion. Pharmacy students showed significant improvement in clinical skills performance and in their knowledge of the pharmacotherapy of hypertension. Students expressed high levels of satisfaction with this type of learning experience.

Objective. To incorporate human patient simulation (HPS) into a pharmacotherapy course and evaluate its impact on students' satisfaction and mastery of course objectives. Design. Various levels of HPS were used for clinical skills assessments, reinforcement of concepts previously introduced in class, and presentation of simulated patient case scenarios requiring criticalthinking and problem-solving abilities. Pre-and post-simulation examinations and a satisfaction survey instrument were administered. Assessment. Significant improvement was seen in students' knowledge on post-simulation examinations. On problem-solving skills, the majority of student groups received a final case grade .95%. Students indicated high levels of satisfaction with the use of HPS in the course and showed increased levels of confidence in their pharmacotherapy/patient care skills. Conclusion. Human patient simulation provided a unique opportunity for students to apply what they learned and allowed them to practice problem-solving skills. Students grew in confidence and knowledge through exposure to realistic simulation of clinical scenarios. Students showed improvement in knowledge and ability to resolve patient treatment problems, as well as in self-confidence.

Objective. To design and implement a simulated patient-case assessment using a mannequin for critical care pharmacotherapeutic education of doctor of pharmacy students and to evaluate student satisfaction with the simulation. Design. During the second year of the doctor of pharmacy program, all students were required to complete Introduction to Critical Care. This course consisted of didactic education, written patientcase sessions, and an interactive patient simulation session. Information on the patient case was distributed to students after completing the didactic portion of the course. Patient information was programmed into a simulation mannequin, which demonstrated characteristics of a critically ill human. Students were surveyed post-simulation to determine the effectiveness of the learning experience. Assessment. The majority of students (88%) were extremely satisfied with the experience. The facilitator was considered to be extremely useful in 75% of responses. Conclusion. By simulating a patient case, the facilitator was able to control students' learning environment, adapt the simulation to the level of the students' performance, and debrief students immediately. Ultimately, by involving students in actual patient cases early in the pharmacy curriculum, this type of education could produce pharmacists with a high level of expertise and confidence.

Simulation-based learning provides a significant advantage to patient care through the reduction of medication administration errors compared to lecture style education.