Implementing and evaluating virtual patient cases within a team‐based learning pedagogy in a therapeutics course sequence

Abstract

Introduction Accreditation Council for Pharmacy Education (ACPE) requires that pharmacy curriculum stresses active learning. This allows students to listen, read, write, discuss, and reflect on their approach to course content through various methods. ACPE advocates use of innovative, active learning teaching methods to develop necessary skills students need to problem‐solve, think critically, and effectively work as a team. We have successfully implemented team‐based learning (TBL) throughout therapeutics curriculum; however, there is still a critical need for students to practice what they have learned through an interactive fashion. Use of virtual patients has been previously evaluated in non‐TBL courses and has resulted in improved student learning. Thus, using virtual technology could bridge the gap between TBL and providing “real‐life” patient‐centered care. Objectives To evaluate short‐term learning outcomes and student perception of implementing virtual simulation within a TBL therapeutics course series. We expect that virtual simulation will add another unique action‐based learning experience within TBL. Methods Faculty developed virtual patient cases using branched‐outcome decision‐making processes and integrated them into six TBL sessions throughout the therapeutic courses in the second (two sessions) and third years (four sessions) of pharmacy school. Students completed virtual patient cases in groups and pre‐simulation/post‐simulation assessments were completed. Assessments and activity evaluation were used to measure student learning and perceptions. Pre‐simulation/post‐simulation assessments included 12 lower‐level and 9 higher‐level learning questions. Results Use of virtual patient cases resulted in significantly higher post‐simulation scores compared with pre‐simulation scores (P < 0.001). Increases in student's learning of lower‐ and higher‐level domains (P = 0.02 and P = 0.11, respectively) were observed. Seventy‐four percent of students agreed that virtual cases were effective in learning therapeutic clinical application, and 80% believed these cases stimulated their critical thinking. Conclusion Integrating virtual patient cases into curriculum may enhance student's ability to critically think and apply their knowledge to real health care world.