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

Abstract

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.

Pharmacy student perception of a remote hypertension and drug information simulation‐based learning experience in response to the SARS‐CoV‐2 pandemic

“…However, in one study evaluating a pediatric acute care simulation conducted for medical students through remote instruction, there was a significant improvement in student teamwork performance that was found to be similar to traditional, locally facilitated SBL activities 5 . Although not addressed in our SBL activity, a remote SBL activity may have the potential to overcome geographical limitations, such as faculty manpower, which is a common barrier to implementing SBL across pharmacy education 6,7 . In another study conducted with medical students, Hayden et al compared the impact of simulation sessions facilitated by in‐person faculty vs those supervised remotely using web‐conferencing software (WebEx[Cisco, San Jose, California]) and found that telecommunication successfully enhanced access to simulation‐based instruction 8 .…”