Assessment of Human Patient Simulation-Based Learning

Self Cite

Objectives. To characterize the use of high-fidelity mannequins and standardized patients in US pharmacy colleges and schools. Methods. A survey instrument was sent to 105 doctor of pharmacy (PharmD) programs to collect data on the use of simulation and to identify barriers to using simulation-based teaching methods. Results. Eighty-eight colleges and schools completed the survey instrument (response rate 84%). Of these, 14 did not use high-fidelity mannequins or standardized patients within the curriculum. Top barriers were logistical constraints and high resource cost. Twenty-three colleges and schools used simulation for introductory pharmacy practice experiences (IPPEs), 34 for interprofessional education, and 68 for evaluation of at least 1 core competency prior to advanced pharmacy practice experiences (APPEs). Conclusions. Although the majority of US colleges and schools of pharmacy use simulation-based teaching methodologies to some extent in the pharmacy curricula, the role of simulation in IPPEs, interprofessional education, and assessment of competency-based skills could be expanded.

Section: Discussionmentioning

confidence: 99%

Use of Simulation-based Teaching Methodologies in US Colleges and Schools of Pharmacy

Vyas

Bray

Wilson

2013

Self Cite

“…It encourages the development of communication, critical-thinking, problem-solving, and teamwork skills. 6,10,11 A unique feature of high-fidelity simulation is that disease states can be replicated to allow for standardization of student learning experiences. More importantly, students can practice and perfect their patient care skills at no risk to real patients.…”

Section: Introductionmentioning

confidence: 99%

“…Following the intervention, the medication administration error rates of nurses in the study group significantly decreased from 30.8% to 4% (p ,0.001) compared to nurses in a control group whose error rates increased from 20.8% to 36.7% (p 5 0.002) over the same period of time. 14 The value of using high-fidelity manikins in pharmacy has been investigated to teach critical thinking, clinical reasoning, and problem-solving skills 7,10,15,16 ; advanced cardiovascular support 17 ; medical emergencies and critical care management 7,9 ; team-working skills and interprofessional working 16,18 ; end of life care 19 ; technical skills; and performance-based pharmacotherapy principles 15,20 In these studies, simulation was mainly used for formative assessment. Also, a variety of assessment methods was used to qualitatively and quantitatively examine the impact of simulation-based learning.…”

Section: Introductionmentioning

confidence: 99%

Pharmacy Students' Learning and Satisfaction With High-Fidelity Simulation to Teach Drug-Induced Dyspepsia

Branch

2013

Objective. To assess second-year pharmacy students' acquisition of pharmacotherapy knowledge and clinical competence from participation in a high-fidelity simulation, and to determine the impact on the simulation experience of implementing feedback from previous students. Design. A high-fidelity simulation was used to present a patient case scenario of drug-induced dyspepsia with gastrointestinal bleeding. The simulation was revised based on feedback from a previous class of students to include a smaller group size, provision of session material to students in advance, and an improved learning environment. Assessment. Student performance on pre-and post-simulation knowledge and clinical competence tests documented significant improvements in students' knowledge of dyspepsia and associated symptoms, with the greatest improvement on questions relating to the hemodynamic effects of gastrointestinal bleeding. Students were more satisfied with the simulation experience compared to students in the earlier study. Conclusion. Participation in a high-fidelity simulation allowed pharmacy students to apply knowledge and skills learned in the classroom. Improved student satisfaction with the simulation suggests that implementing feedback obtained through student course evaluations can be an effective means of improving the curriculum.

“…[4][5][6] However, assessment on outcomes of integrating SPs and standardized colleagues into patient communication and interprofessional interaction training, evidence-based medicine, and active learning in the pharmacy curriculum is lacking. Interprofessional relationships are important in all health care settings.…”

Section: Discussionmentioning

confidence: 99%

“…1 Medical schools have used SPs for decades, and their use in pharmacy is also well established. [2][3][4][5][6] The Association of American Medical Colleges performed a survey among member medical schools on simulation activities and found that more than 40% of their member medical schools train pharmacy professionals via simulation. 7 Additionally, the use of a SP has been adopted by nursing and dentistry.…”

Section: Introductionmentioning

confidence: 99%

Changes in Student Performance and Confidence with a Standardized Patient and Standardized Colleague Interprofessional Activity

Davies

Schonder

Meyer

et al. 2015

Objective. To assess the impact of a standardized patient and standardized colleague interprofessional activity on student performance and perceived confidence in communicating with patients and physicians. Methods. Students in the third professional year were presented with a practice and final activity including a standardized patient interaction, SOAP note preparation, and standardized colleague interaction. Student performance was measured by assessment rubrics on practice and final activities. Students' perceived confidence was measured via presurvey and postsurvey. Results. Students performed significantly better from the practice to the final activity with regard to communicating with patients, SOAP note, and the overall activity with a mean difference (95% CI) of 9.2 (6.9-11.5), 3.6 (1.3-5.8), and 3.9 (2.0-5.7), respectively. There was a positive significant change from presurvey to postsurvey in students' confidence talking to patients and physicians on majority of questions. Conclusion. This study demonstrates that active learning and integrated assessments improve overall student performance. Integration of interprofessional education also has positive effects on students' perceived confidence.