ADAM, a hands‐on patient simulator for teaching principles of drug disposition and compartmental pharmacokinetics

Zuna, Ines; Holt, Andrew

doi:10.1111/bcp.13357

Cited by 7 publications

(10 citation statements)

References 21 publications

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“…Zuna and Holt investigated the use of a pharmacokinetic simulator to demonstrate one- and two-compartment drug behavior to undergraduate pharmacology students [ 16 ]. The students had received instruction in pharmacokinetic principles and calculations in a previous course.…”

Section: Introductionmentioning

confidence: 99%

Interprofessional Pharmacokinetics Simulation: Pharmacy and Nursing Students’ Perceptions

et al. 2018

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Interprofessional practice between pharmacists and nurses can involve pharmacokinetic dosing of medications in a hospital setting. This study describes student perceptions of an interprofessional collaboration pharmacokinetics simulation on the Interprofessional Education Collaborative (IPEC) 2016 Core Competencies. The investigators developed a simulation activity for senior undergraduate nursing and second-year pharmacy students. Nursing and pharmacy students (n = 54, 91 respectively) participated in the simulation using medium-fidelity manikins. Each case represented a pharmacokinetic dosing consult (vancomycin, tobramycin, phenytoin, theophylline, or lidocaine). Nursing students completed head-to-toe assessment and pharmacy students gathered necessary information and calculated empiric and adjusted doses. Students communicated using SBAR (Situation, Background, Assessment, and Recommendation). Students participated in debrief sessions and completed an IRB-approved online survey. Themes from survey responses revealed meaningful perceptions in all IPEC competencies as well as themes of safety, advocacy, appreciation, and areas for improvement. Students reported learning effectively from the simulation experience. Few studies relate to this type of interprofessional education experience and this study begins to explore student perceptions of interprofessional education (IPE) in a health sciences clinical context through simulation. This real-world application of nursing and pharmacy interprofessional collaboration can positively affect patient-centered outcomes and safety.

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Section: Introductionmentioning

confidence: 99%

Interprofessional Pharmacokinetics Simulation: Pharmacy and Nursing Students’ Perceptions

et al. 2018

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“…These results are consistent over both academic years. The subject pharmacokinetics demands an understanding of abstract concepts in order to apply this knowledge in clinical settings [ 16 ]. Lower scores on qualitative questions that require reasoning suggest that students are unable to solve problems at a somewhat higher level of complexity, i.e., problems requiring analysis and application.…”

Section: Discussionmentioning

confidence: 99%

Assessing Knowledge of Pharmacokinetics in an Integrated Medical Curriculum

2021

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Pharmacokinetics is the branch of pharmacology that describes how the body processes drugs. As most physicians will prescribe drugs during their career, knowledge of pharmacokinetics is indispensable for medical students. Students, however, experience pharmacokinetics as difficult, probably due to its abstract and mathematical nature. In many medical curricula, pharmacokinetic topics are taught and examined as a part of integrated medical courses. As pharmacokinetics is a relatively small subject, unit examinations contain only few questions on the topic. The combination of a difficult subject and a few questions has raised concerns that students could perform poorly in pharmacokinetics and still pass the examinations and, hence, end up with insufficient knowledge of pharmacokinetics. In this study, we investigate this issue by contrasting students’ performance on pharmacokinetics questions with their performance on the rest of the examinations (all non-pharmacokinetics questions lumped together). The results expressed as pass-fail scores showed that students failed more often on the pharmacokinetics part of the test than on the other questions, in two consecutive academic years. Despite the suboptimal knowledge in pharmacokinetics, students can still acquire their bachelor’s degree. These results show that poor knowledge in pharmacokinetics could be a side effect of curricular integration. Attention should therefore be paid to provide insight into one’s own performance in individual disciplines. This would avoid knowledge deficiency and incompetence in the future.

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“…Core pharmacological concepts are defined by their significance, endurance, challenge, applicability across contexts, and contribution to problem-solving (White et al, 2021a,b). In the undergraduate pharmacology program constructing knowledge around these core concepts and their application in clinical scenarios is imperative (Zuna and Holt, 2017). For instance, the fundamental knowledge of underlying pharmacodynamics and pharmacokinetic principles in professional practice informs health professionals' decisions on rational dose and drug selection to produce intended clinical outcomes, in addition to the monitoring of therapeutic and adverse effects (Maxwell, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Pharmacology has been widely recognized as an inherently troublesome subject to learn (Khurshid et al, 2020). Health professional students, whether in medicine, pharmacy or nursing, often face substantial difficulty applying their pharmacology knowledge in different contexts (Zuna and Holt, 2017). Many students fail to appreciate how the application of pharmacokinetics or pharmacodynamics concepts earlier in their learning journey relates to their future clinical practice.…”

Section: Introductionmentioning

confidence: 99%

“…Many students fail to appreciate how the application of pharmacokinetics or pharmacodynamics concepts earlier in their learning journey relates to their future clinical practice. A proper understanding of fundamental principles of clinical pharmacology is required to maximize therapeutic benefit and to minimize the therapeutic errors (Zuna and Holt, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Pedagogical interventions and their influences on university-level students learning pharmacology-a realist review

Khurshid,

O’Connor,

Thompson

et al. 2023

Front. Educ.

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IntroductionThe knowledge complexity and varied delivery formats in pharmacology education can leave students unprepared in essential pharmacotherapy skills. This significantly influences their ways of thinking and working in clinical environments, resulting in a challenging clinical transition. This need demands pedagogical innovations to strengthen pharmacology education and improve learners’ skills and competencies in pharmacotherapy. This evidence-based realist review aimed to examine the contextual factors and program theories or causal mechanisms crucial for effective pedagogical interventions in pharmacology, seeking to answer the question of ‘what works for whom, under what circumstances, how, and why’.MethodThe realist synthesis was initiated after retrieving data from Medline (OVID), Cochrane, EBSCO hosted ERIC, SCOPUS, and Embase (OVID) including other sources for additional records. The preliminary analysis enabled the establishment of context, mechanism, and outcome configurations (CMOC) and formulation and refinement of the initial program theory regarding the pedagogical interventions in pharmacology. Data synthesis iteration helped to identify the relevant context and unravel its relationships with underlying causal mechanisms through which said interventions generate outcomes of interest.ResultsA realist review analyzed 1,217 records and identified 75 articles examining a range of educational interventions from individual efforts to faculty-wide curriculum changes in pharmacology education. The key contexts for pharmacology education were troublesome content, traditional delivery methods, inadequate and limited opportunities for knowledge integration, and application. Active participation in interactive learning, along with enjoyment and motivation, was proposed as a causal mechanism for optimizing cognitive load and achieving positive outcomes. The outcomes of the review include subjective perceptions of improved confidence and satisfaction, objective measurements of high post-test scores.DiscussionPedagogical scaffolding in constructivist learning environments helps students overcome challenges in learning troublesome pharmacology knowledge. Considering the human cognitive system’s processing capacity, these interventions improve learning by effectively using cognitive resources. Innovations that focus on enhancing cognitive load through task construction can also promote positive emotional experiences in students, such as engagement and enjoyment, as explained by flow theory. A constructive learning environment, where the cognitive load is optimized and high flow is achieved, can maximize the impact of pedagogical interventions in pharmacology.Systematic Review Registrationhttps://www.crd.york.ac.uk/prospero/display_record.php?RecordID=160441, PROSPERO (CRD42020160441).

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ADAM, a hands‐on patient simulator for teaching principles of drug disposition and compartmental pharmacokinetics

Cited by 7 publications

References 21 publications

Interprofessional Pharmacokinetics Simulation: Pharmacy and Nursing Students’ Perceptions

Interprofessional Pharmacokinetics Simulation: Pharmacy and Nursing Students’ Perceptions

Assessing Knowledge of Pharmacokinetics in an Integrated Medical Curriculum

Pedagogical interventions and their influences on university-level students learning pharmacology-a realist review

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