Impact of an Advanced Cardiac Life Support Simulation Laboratory Experience on Pharmacy Student Confidence and Knowledge

Maxwell, Whitney D.; Mohorn, Phillip; Haney, Jason S.; Phillips, Cynthia; Zhiqiang, Liang; Clark, Kimberly M.; Corboy, A.; Ragucci, Kelly R.

doi:10.5688/ajpe808140

Cited by 23 publications

(25 citation statements)

References 23 publications

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“…To our knowledge, no previous studies have evaluated the impact of simulated rounds on changes in sepsis knowledge. Although previous studies have indicated that simulation exercises increase knowledge and skills, [9][10][11][12][17][18][19][20] our students did not show a statistically significant change in sepsis knowledge between the didactic lecture and simulation. This finding may be due to significant changes already being observed between the pre-and post-didactic lecture surveys as well as small sample sizes.…”

Section: Discussioncontrasting

confidence: 94%

Evaluation of a sepsis teaching rounds simulation for pharmacy students

Jenkins

Laswell

2019

Currents in Pharmacy Teaching and Learning

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Background and purpose: The goal of this prospective, observational cohort study was to determine if simulated interdisciplinary teaching rounds improved student perceptions of confidence and attitudes towards working as part of a team. The secondary objective of this study was to investigate changes in student knowledge of the management of sepsis. Educational activity and setting: Students participated in a traditional sepsis lecture followed by a simulated interdisciplinary rounding experience. Confidence and collaborative attitudes were assessed using a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree). Changes in knowledge were measured using multiple choice questions. Students completed these tools at three points in time: pre-lecture, post-lecture, and post-simulation. Findings: Student confidence and attitudes related to interdisciplinary rounds improved following the simulation (2 of 4 items, p = 0.003; 2 of 5 items, p < 0.05). Also, most students agreed or strongly-agreed that the simulation reinforced knowledge gained from lecture (94.7%), that lecture followed by a simulation was the most effective way to learn about sepsis (94.7%), and that the simulation helped reinforce critical-thinking skills (94.7%). Knowledge improved between the didactic lecture and the simulation, but these differences were not found to be statistically significant. Summary: A simulated interdisciplinary rounding experience may increase student confidence during teaching rounds and improve attitudes towards working alongside other healthcare professionals. Incorporating rounding simulations into pharmacy curricula may be beneficial towards student success on rounds. Background and purpose With their expanding role, pharmacists are becoming more involved in direct patient care that often includes interdisciplinary rounding. Some student pharmacists may not have the chance to interact in a formal patient care rounding experience until their advanced pharmacy practice experiences (APPEs) or after graduation. It is important to expose students to these team dynamics so that they are prepared to function in various practice settings. There are many ways in which interprofessional communication can be introduced and strengthened within pharmacy curricula; simulation training is one such method. Simulated clinical scenarios allow participants to discover their roles and responsibilities as part of a healthcare team. These scenarios mimic the high-risk situations encountered in clinical practice and provide a safe haven for students to make and learn from their mistakes. 1-3 Because sepsis is associated with high mortality rates and is the most expensive condition treated in United States hospitals, it is

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Section: Discussioncontrasting

confidence: 94%

Evaluation of a sepsis teaching rounds simulation for pharmacy students

Jenkins

Laswell

2019

Currents in Pharmacy Teaching and Learning

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“…In addition to the assessment of interprofessional experiences and team building, which is beyond the scope of this review, the impact of high‐fidelity simulation on Pharm.D. and pharmacy resident confidence, knowledge acquisition, knowledge retention, and satisfaction has also been assessed . Student or resident confidence has been assessed through multiple investigations in preparing learners to provide advanced life support or act in a medical emergency situation .…”

Section: Human Patient Simulationmentioning

confidence: 99%

“…and pharmacy resident confidence, knowledge acquisition, knowledge retention, and satisfaction has also been assessed . Student or resident confidence has been assessed through multiple investigations in preparing learners to provide advanced life support or act in a medical emergency situation . These investigations provide evidence that the use of high‐fidelity simulation increased learner confidence, overall awareness of pharmacist roles and responsibilities during medical emergencies, and prepared them for the high stress environment that normally accompanies a medical emergency.…”

Section: Human Patient Simulationmentioning

confidence: 99%

“…Clinical pharmacy education continues to evolve and demands innovative learning strategies to enhance pharmacotherapeutic knowledge and patient‐centered care skills for pharmacists. Simulation education in advanced clinical pharmacy education has been shown to improve learner confidence, enhance fundamental knowledge, improve communication skills, stimulate critical thinking, and augment patient care . These beneficial learning outcomes parallel positive learner satisfaction metrics with this active learning approach.…”

Section: Introductionmentioning

confidence: 96%

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Evidence for simulation in pharmacy education

Seybert

Smithburger

Benedict

et al. 2019

J Am Coll Clin Pharm

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Innovations in clinical pharmacy education have advanced patient-centered care knowledge in skills of pharmacy graduates through the use of simulation, virtual reality, and gaming. Pharmacy schools and colleges, as well as health care institutions, have adopted simulation education in various clinical education formats for all levels of learners and practitioners. Over the past 15 years, the University of Pittsburgh School of Pharmacy has embraced innovative approaches to learning and documented advancement of clinical pharmacy education. This brief report will discuss advances in national and international pharmacy education, as well as the PittPharmacy experience with simulation education. A particular emphasis is on human patient simulation, computer-based simulation, virtual patient, and gaming in the settings of direct patient care-related education and assessment. The available literature and the experience at PittPharmacy shows improvement in learner satisfaction, knowledge enhancement, critical thinking skills, and problem solving in patient care topics. The evidence included provides support for the use of simulation to advance clinical pharmacy education and can serve to encourage further scholarship in this area. K E Y W O R D S patient simulation, patient-centered care, pharmacy, problem solving

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“…[6][7][8] In addition, pharmacy simulation has varied in the literature in terms of simulation methods, learner level, and assessment methods. [9][10][11][12] Low-and high-fidelity simulation activities provide students an opportunity to apply their knowledge and practice their problem-solving and communication skills in a protected environment. The pedagogical approaches in the pharmacy education literature related to the application of renal concepts are limited to case-based problem learning activities, a flipped classroom approach within a pharmacotherapy course, or experiential education.…”

Section: Introductionmentioning

confidence: 99%

Implementation of a Renal Replacement Therapy Simulation to Strengthen Essential Pharmacist Skills

Miranda

Patel

Gelot

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To assess third-year pharmacy students' knowledge and application of renal pharmacotherapy using a renal replacement therapy (RRT) simulation. Methods. A simulation was developed that involved three stations related to RRT: peritoneal dialysis, continuous renal replacement therapy (CRRT), and hemodialysis. Stations involved demonstration of each modality, literature searches for drug information questions related to renal dosing with written recommendations, and utilization of an electronic medical record (EMR) to develop a verbal Situation, Background, Assessment, Recommendation (SBAR) for a patient with chronic kidney disease (CKD). Pre-and post-simulation assessments regarding therapeutic knowledge of RRT was used. Results. All 174 students completed the pre-and post-simulation assessments over the course of two years. Student performance indicated significant improvement in overall knowledge based on the assessments with significant overall differences in questions relating to indications for RRT, type of RRT indicated for hemodynamic instability, and agents used to maintain circuit patency. Overall interclass differences were also identified at baseline and specifically for the questions regarding indications for RRT and agents used to maintain circuit patency. Both classes showed significant improvement in overall knowledge based on the post-simulation assessments. Debrief sessions and course evaluations indicated student satisfaction with the simulation experience. Students reported that the experience met the simulation objectives. Conclusion. Participation in an RRT simulation allowed pharmacy students to apply knowledge and skills learned didactically related to renal pharmacotherapy.

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Impact of an Advanced Cardiac Life Support Simulation Laboratory Experience on Pharmacy Student Confidence and Knowledge

Cited by 23 publications

References 23 publications

Evaluation of a sepsis teaching rounds simulation for pharmacy students

Evaluation of a sepsis teaching rounds simulation for pharmacy students

Evidence for simulation in pharmacy education

Implementation of a Renal Replacement Therapy Simulation to Strengthen Essential Pharmacist Skills

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