Blended Simulation Progress Testing for Assessment of Practice Readiness

Abstract

Objective. To design an assessment of practice readiness using blended-simulation progress testing. Design. A five-station, blended simulation assessment was developed to evaluate patient care outcomes in first-and third-year pharmacy (P1 and P3) students, as well as first-year postgraduate (PGY1) pharmacy residents. This assessment of practice readiness included knowledge and performance evaluations administered as a progress test. Assessment. Eighteen PGY1 residents, 108 P3 students, and 106 P1 students completed the assessment. P3 students scored significantly higher than P1 students across all evaluations. Third-year pharmacy students scored significantly lower than PGY1 residents in interprofessional communications and attitudes of ownership in a standardized colleague/mannequin model station, and in patient communication in a standardized patient station. Conclusion. Learners demonstrated evolving skills as they progressed through the curriculum. A blended simulation integrated progress test provides data for improvement of individual student clinical skills, informs curricular advancement, and aligns curricular content, process, and outcomes with accreditation standards.

Evidence for simulation in pharmacy education

“…students at WISER in clinical pharmacy knowledge and skills. Beginning with learner satisfaction of a critical care pharmacy course, high‐fidelity simulation has enhanced the development and assessment of patient‐centered care skills in the acute care setting as well as in chronic disease management over the past 15 years …”

“…These learning platforms have focused on clinical pharmacy education including the provision of medication therapy management; clinical decision‐making in acute care, oncology, and diabetes, and antibiotic administration; patient communication and interprofessional competency; patient assessment and recommendation development; and substance misuse education . Software has included vpSim and Decision Sim (Decision Simulation LLC, Chadsford, Pennsylvania), PharmaCAL (University of Pittsburgh, Pennsylvania), and TheraSim (TheraSim, Durham, North Carolina).…”

“…Studies reported significant improvements in postsimulation assessments, final course examinations, and attainment of requisite skill level . One study demonstrated the evolving skills of learners as they progressed from student to postgraduate trainee regarding key patient care outcomes . Bond et al reported knowledge and skill differences among nurses, doctors, and pharmacists regarding vancomycin administration.…”

“…Both early and more advanced learners practice and learn key patient care outcomes of the profession through repetitive, “real‐life” scenarios. We have utilized VPs to supplement lecture, to replace lecture, and to assess knowledge and skill . Most recently, VPs have been incorporated into authentic assessment deployed as a blended simulation progress test of learner readiness for practice .…”

“…We have utilized VPs to supplement lecture, to replace lecture, and to assess knowledge and skill . Most recently, VPs have been incorporated into authentic assessment deployed as a blended simulation progress test of learner readiness for practice . This assessment combines multiple simulations, including an academic EHR, VP, mannequin model, standardized patient, and standardized colleague, to assess key patient care outcomes.…”