Simulation and Introductory Pharmacy Practice Experiences

Objective. To assess second-year pharmacy students' acquisition of pharmacotherapy knowledge and clinical competence from participation in a high-fidelity simulation, and to determine the impact on the simulation experience of implementing feedback from previous students. Design. A high-fidelity simulation was used to present a patient case scenario of drug-induced dyspepsia with gastrointestinal bleeding. The simulation was revised based on feedback from a previous class of students to include a smaller group size, provision of session material to students in advance, and an improved learning environment. Assessment. Student performance on pre-and post-simulation knowledge and clinical competence tests documented significant improvements in students' knowledge of dyspepsia and associated symptoms, with the greatest improvement on questions relating to the hemodynamic effects of gastrointestinal bleeding. Students were more satisfied with the simulation experience compared to students in the earlier study. Conclusion. Participation in a high-fidelity simulation allowed pharmacy students to apply knowledge and skills learned in the classroom. Improved student satisfaction with the simulation suggests that implementing feedback obtained through student course evaluations can be an effective means of improving the curriculum.

Section: Introductionmentioning

confidence: 99%

Pharmacy Students' Learning and Satisfaction With High-Fidelity Simulation to Teach Drug-Induced Dyspepsia

Branch

2013

“…8 Patient simulators are available in low, medium, and high fidelity and vary widely in cost. 9 Thus, one must consider which simulation technology will result in the best student learning outcomes for the expenditure. Faculty members at North Dakota State University currently use 2 types of simulation to teach students injection technique.…”

Section: Introductionmentioning

confidence: 99%

Comparison of Low- and Higher-Fidelity Simulation to Train and Assess Pharmacy Students' Injection Technique

Skoy

Eukel

Frenzel

2013

Objective. To evaluate 2 forms of simulation used to train and assess third-year pharmacy students' subcutaneous and intramuscular injection techniques. Design. A cross-over comparison was used to evaluate an injection pad vs a patient simulator injection arm to train students in injection administration. Assessment. Students completed a survey instrument rating their proficiency, confidence, and anxiety before and after each form of simulated practice. All students demonstrated competence to administer an injection to a peer after using both forms of simulation. Students' self-ratings of proficiency and confidence improved and anxiety decreased after practicing injections with both forms of simulation. The only significant difference in performance seen between students who used the 2 types of simulations was in students who first practiced with the injection pad followed by the injection arm. Conclusion. Student ability to administer an injection and their self-perceived levels of confidence, proficiency, and anxiety were not dependent on the type of simulation training used.

“…Literature also reinforces the use of actors in simulation activities 33,39 as they provide more realism, authentic student responses and input, and add sense of veracity and ecological validity. While using actors may be timeconsuming and expensive, they are superior to using peers in role-plays.…”

Section: Discussionmentioning

confidence: 81%

Communication Capacity Building through Pharmacy Practice Simulation

Fejzic

Barker

Hills

et al. 2016

Objective. To examine the effectiveness of simulated learning modules (SLMs) encompassing EXcellence in Cultural Experiential Learning and Leadership (EXCELL) core competencies in enhancing pharmacy students' professional communication skills. Methods. Students completed three hours of preparatory lectures and eight hours of workshops comprising six SLMs themed around pharmacy practice and pharmacy placements. Each SLM comprised role-plays with actors, facilitation using EXCELL Social Interaction Maps (SIMs), and debriefing. Evaluations of SLMs included quantitative and qualitative survey responses collected before, during and after workshops, and after placements. Facilitators reflected on SLMs as a pedagogic modality. Results. Student feedback was positive about SLMs as an effective learning tool. The majority indicated areas of new learning and found SLMs enhanced their professional skills and confidence. Facilitator feedback was positive, and suggested SLM optimization strategies. Conclusion. Student and teaching team recommendations will inform future curriculum development including the optimization of SLMs in pharmacy education.