Combining rhetoric and role-play to introduce and develop patient presentation skills in third year pharmacy students

Bond, Rucha; Donohoe, Krista L.; Jakeman, Bernadette; Davis, Herbert; Morgan, Laura

doi:10.1016/j.cptl.2017.07.029

Cited by 9 publications

(6 citation statements)

References 5 publications

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“…Role-play is a popular teaching technique across the helpingprofession disciplines. This includes medicine (Englar, 2019;Himmelbauer et al, 2018;Paramasivan & Khoo, 2020;Serrano et al, 2017;Vu & Barrows, 1994), nursing (Alexander et al, 2018;Doolen et al, 2014), pharmacy (Bond et al, 2017;Lucas et al, 2019), law (Howieson & Rogers, 2018), education (Kaufman & Ireland, 2016;Park & Ryu, 2019), social work (Osborne et al, 2016;Pecukonis et al, 2016), and counseling/psychology (Caltabiano et al, 2018;Gibbs, 2019).…”

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confidence: 99%

An Evaluation of Virtual Reality Role-Play Experiences for Helping-Profession Courses

Rogers

Hollett

Li³

et al. 2020

Teaching of Psychology

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Background: Providing students with virtual role-play experiences has the potential to bring counseling role-plays into large undergraduate courses. Objective: The purpose of this study was to trial a virtual reality role-play experience where students played the role of a student counsellor. Method: Seventy-three undergraduate psychology students played the role of a student counsellor interacting with a virtual client in two role-plays, one via desktop and one via head mounted display (HMD). Students provided feedback on their experience. Results: 70% of the students found the experiences very interesting, engaging and immersive, with 82% preferring the HMD mode of presentation. The virtual characters were believable as distressed clients with 96% of students perceiving greater negative than positive emotion expressed by the characters. Most of the students (64%) mood improved from the beginning of the experience to the end, however 14% experienced a decline in mood. The students agreed (95%) that the experiences would be a valuable experience to a psychology course. Conclusion: Our results provide evidence that the virtual role-play experiences are well-liked by students. Teaching Implications: The approach presented in this paper represents a practical method to provide virtual role-play experiences to both on-campus and online undergraduate students.

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confidence: 99%

An Evaluation of Virtual Reality Role-Play Experiences for Helping-Profession Courses

Rogers

Hollett

Li³

et al. 2020

Teaching of Psychology

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“…The number of students who achieved higher grades regarding these tasks was more than those in the live simulation group in exercise 1. This might be due to the impact of standardized patients affected by various factors that we mentioned earlier [23,25]. On the other hand, no such differences in exercise 2 between virtual and live simulation.…”

Section: Discussionmentioning

confidence: 75%

Transforming virtual pharmacy simulation into drug information course in the pharmacy curriculum

Mohamed,

Veeramani,

Mohideen

et al. 2023

Preprint

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Background Drug information training is restricted to pharmacy students due to the lack of training sites. Drug information simulation needs manpower and is time-consuming for the arrangement. Virtual simulation is widely accepted by numerous pharmacy schools and plays a major role in training students for various courses in the pharmacy curriculum. However, the usefulness of virtual simulation in drug information training is yet to be established. Objective To compare the student success and perceptions of virtual versus live simulation in providing drug information. Methods A cross-over study design was used to compare the student performances and perception between virtual and live simulation. A total of one hundred and forty-nine students consented to participate in the study. They were randomly allocated, with 75 assigned to the virtual simulation group and 74 to the live simulation group for exercise 1. Then the students crossed over into virtual and live simulation for exercise 2. A 5-point Likert scale questionnaire consisting of ten items was developed and validated to assess their perception after completing exercises. Simple logistic regression was used to compare the students' success rate and the mean value of students' responses was compared using an independent student t-test. Results There was no observed significant difference in Student success rate between virtual and live simulation in both exercises 1 and 2. Meanwhile, students expressed a significantly higher confidence level (p = 0.000) when dealing with virtual patients as it reflected in their achieved grades regarding the identification of the background of the requestor and the nature of the drug information question during exercise 1. However, students' responses to the item related to the confidence level had no significant difference in exercise 2 (p = 0.753). Further, there were, no significant differences between live and virtual simulation in terms of student perception of the remaining tasks in both exercises. Also, the student performances were comparable between virtual and live simulation in exercise 2. Conclusion Virtual simulation was useful in training students for drug information practice in community pharmacies. Students perceived virtual simulation as better than live simulation.

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“… 9 , 39–48 Moreover, it can be used in all levels of the pharmacy curriculum, including APPE. 9 , 39–48 Despite the variations in the application method, several researchers have reported positive outcomes regarding students’ communication skills, 9 , 42–48 motivational interviewing skills 47 , 48 medication reconciliation, 46 patient presentation skills, 45 patient and self-care, 43 and patient counseling. 41 Furthermore, students have reported increased confidence, 41 knowledge, 44 and engagement.…”

Section: Patients Simulation Implemented In Pharmacy Curriculummentioning

confidence: 99%

“…Furthermore, finding enough instructors is sometimes challenging when there are many students. 45 Language barriers have also been reported to be a drawback of this method, as it can result in a lack of understanding and fear of expression. 46 More details are presented about the advantages and disadvantages in Table 1 .…”

Section: Patients Simulation Implemented In Pharmacy Curriculummentioning

confidence: 99%

Simulation-Based Education Implementation in Pharmacy Curriculum: A Review of the Current Status

Korayem¹,

Alshaya²,

Kurdi³

et al. 2022

AMEP

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Simulation-based education (SBE) is a fundamental teaching method that complements traditional teaching modalities. SBE has improved students’ knowledge, understanding, and numerous essential skills within undergraduate pharmacy education, similar to traditional teaching methods. However, SBE has become crucial for developing students’ teamwork, decision-making, and communication skills. Even though the Accreditation Council for Pharmacy Education (ACPE) has acknowledged the benefit of SBE in interprofessional education (IPE) and the introductory pharmacy practice experience (IPPE). This article provides evidence that SBE can be effective beyond that. This narrative review is focused on the literature related to SBE modalities and the assessment methods of student learning outcomes in the undergraduate pharmacy curriculum. The review illustrates that SBE is an effective teaching method that could be utilized within the pharmacy curriculum. The review also could help pharmacy educators decide on the best modality and placement of integrating patient simulation within the pharmacy curriculum. Combining multiple simulation techniques may be the best way to achieve the desired student learning outcomes.

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Combining rhetoric and role-play to introduce and develop patient presentation skills in third year pharmacy students

Cited by 9 publications

References 5 publications

An Evaluation of Virtual Reality Role-Play Experiences for Helping-Profession Courses

An Evaluation of Virtual Reality Role-Play Experiences for Helping-Profession Courses

Transforming virtual pharmacy simulation into drug information course in the pharmacy curriculum

Simulation-Based Education Implementation in Pharmacy Curriculum: A Review of the Current Status

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