Simulation in pharmacy education to enhance interprofessional education

Kayyali, Reem; Harrap, Nicola; Albayaty, Aiden; Savickas, Vilius; Hammell, James; Hyatt, Francina; Elliott, Karen; Richardson, Sally

doi:10.1111/ijpp.12499

Cited by 15 publications

(8 citation statements)

References 16 publications

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“…Immersive simulation, with its emphasis on guided reflection on a concrete experience, is ideally constructed to initiate the process of perspective transformation. Whilst the positive effects of IPE within pharmacy education have been studied [ 1 , 13 ], the extent to which such training may challenge preconceived understandings, enable positive future action and foster meaningful relationships was not well understood. This study has added to the literature by delineating the emotional, cognitive and social dimensions of the TL experience in the context of interprofessional SBE.…”

Section: Discussionmentioning

confidence: 99%

“…Widely incorporated into UK medical and nursing curricula, IPE has been shown to have a positive impact in terms of attitudes, perceptions, collaborative knowledge and skills [ 12 ]. Within pharmacy education, implementation of sporadic teaching initiatives has shown interprofessional SBE to be relevant and valued and to increase confidence in communication with other healthcare professionals [ 1 , 13 ]. However, it is unclear whether the positive experience of IPE within pharmacy education translates into meaningful change to workplace behaviour and relationships.…”

Section: Introductionmentioning

confidence: 99%

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Exploring transformative learning for trainee pharmacists through interprofessional simulation: a constructivist interview study

et al. 2021

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Background The expanding roles of UK pharmacists have prompted substantial changes to the initial pharmacy education and training, including increasing recognition of the value of learning alongside other professional groups in acute settings. Interprofessional immersive simulation training appears to represent a useful educational tool to meet the evolving needs of the profession, but the impact of such training on workplace behaviour and relationships has not been explored. This study aimed to explore how interprofessional simulation training facilitates transformative learning in pre-registration pharmacists. Methods Across three different locations in Scotland, pre-registration pharmacists were paired with medical students to participate in immersive simulation scenarios with post-scenario debriefs. Pre-registration pharmacists were individually interviewed shortly after their simulation session, using a semi-structured interview schedule based on the transformative learning framework. Transcripts were analysed using template analysis, with Mezirow’s phases of perspective transformation forming the initial coding template. Results Fifteen interviews following five simulation sessions at three different sites were undertaken. Phases 1–6 of the transformative learning framework all resonated with the pre-registration pharmacists to varying degrees. Two prominent threads became evident in the data: a change in participants’ perceptions of risk, and deepened understanding of their role within an acute context. These themes were woven throughout phases 2–6 of the transformative learning framework. Conclusions Interprofessional immersive simulation training involving acute clinical scenarios has been found to be helpful for pre-registration pharmacists and can foster transformative learning. Through this powerful process, they developed new ways to see the world, themselves and their professional relationships. Positive future actions and roles were planned. As the patient-facing roles of pharmacists expand, educational practices that translate into meaningful change to workplace behaviour and relationships become increasingly important. Carefully constructed interprofessional immersive simulation training should be utilised within pharmacy education more widely.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring transformative learning for trainee pharmacists through interprofessional simulation: a constructivist interview study

et al. 2021

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“…clinicians, nurses, pharmacists). Effective TDM education is likely to involve multimodal strategies with profession‐specific content, including face‐to‐face learning (such as large‐scale presentations and 1‐on‐1 education), guidelines and online resources 105–107 . Further, education will be required at regular intervals to ensure that knowledge is up‐to‐date and retained over time.…”

Section: Dosing Decision Supportmentioning

confidence: 99%

“…Effective TDM education is likely to involve multimodal strategies with profession-specific content, including face-to-face learning (such as large-scale presentations and 1-on-1 education), guidelines and online resources. [105][106][107] Further, education will be required at regular F I G U R E 2 Proportion of 1000 representative patients (Caucasian, male, 70 kg, metastatic renal cell carcinoma, Eastern Cooperative Oncology Group 0) dosed according to standard dosing, trough-based therapeutic drug monitoring (TDM) dosing (target steady-state trough concentration of 50 ng/mL) and AUC-based TDM dosing (target steady-state AUC of 1250 ng h/mL) that are predicted to be above (red), within (green) and below (blue) the defined sunitinib + SU12662 AUC therapeutic range of 1000-1500 ng h/mL, based on the population pharmacokinetic model published by Houk et al 84 intervals to ensure that knowledge is up-to-date and retained over time.…”

Section: Dosing Decision Supportmentioning

confidence: 99%

Barriers and opportunities for the clinical implementation of therapeutic drug monitoring in oncology

Menz

Stocker

Verougstraete

et al. 2020

Brit J Clinical Pharma

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There are few fields of medicine in which the individualisation of medicines is more important than in the area of oncology. Under‐dosing can have significant ramifications due to the potential for therapeutic failure and cancer progression; by contrast, over‐dosing may lead to severe treatment‐limiting side effects, such as agranulocytosis and neutropenia. Both circumstances lead to poor patient prognosis and contribute to the high mortality rates still seen in oncology. The concept of dose individualisation tailors dosing for each individual patient to ensure optimal drug exposure and best clinical outcomes. While the value of this strategy is well recognised, it has seen little translation to clinical application. However, it is important to recognise that the clinical setting of oncology is unlike that for which therapeutic drug monitoring (TDM) is currently the cornerstone of therapy (e.g. antimicrobials). Whilst there is much to learn from these established TDM settings, the challenges presented in the treatment of cancer must be considered to ensure the implementation of TDM in clinical practice. Recent advancements in a range of scientific disciplines have the capacity to address the current system limitations and significantly enhance the use of anticancer medicines to improve patient health. This review examines opportunities presented by these innovative scientific methodologies, specifically sampling strategies, bioanalytics and dosing decision support, to enable optimal practice and facilitate the clinical implementation of TDM in oncology.

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“…The benefits of SPs are allowing students the reality of experience without placing actual patients at risk and allowing students to learn from their mistakes [ 11 , 12 ]. The majority of studies relating to health professions communication training using SP are focussed in medicine [ 11 , 14 ], although studies are emerging in pharmacy [ 7 , 15 , 16 ].…”

Section: Introductionmentioning

confidence: 99%

A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

Kerr

Strawbridge

Kelleher³

et al. 2021

BMC Med Educ

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Background Effective communication between pharmacists and patients is essential and improves health outcomes. Simulated patients (SPs) are trained to reproduce real-life situations and can help pharmacy students to develop and adapt their communication skills in a safe, learner-centred environment. The aim of this research was to explore how SP and pharmacy student role-play supports communication training. Methods A mixed methods realist evaluation approach was adopted to test an initial theory relating to SP role-play for pharmacy students. The intervention tested involved complex communication cases in a men’s and women’s health module in year three of a new MPharm programme. This SP session was the first such session, of the programme which exclusively focused on complex communication skills for the students. Data collected comprised video-recordings of both training and mock OSCE sessions, and from student focus groups. Communication videos were scored using the Explanation and Planning Scale (EPSCALE) tool. Scores from SP and mock OSCE sessions were compared using the Wilcoxon-signed rank test. Focus groups were conducted with students about their experience of the training and analysed thematically, through a realist lens. Data was analysed for Context-Mechanism-Outcome configurations to produce modified programme theories. Results Forty-six students (n = 46/59, 78 %) consented to their video-recorded interactions to be used. Students identified contextual factors relating to the timing within the course and the setting of the intervention, the debrief and student individual contexts. Mechanisms included authenticity, feedback, reflection, self-awareness and confidence. Negative responses included embarrassment and nervousness. They distinguished outcomes including increased awareness of communication style, more structured communication and increased comfort. However quantitative data showed a decrease (p < 0.001) in communication scores in the mock OSCE compared with scores from training sessions. Modified programme theories relating to SP training for pharmacy students were generated. Conclusions SP role-play is a valuable communication skills training approach. Emphasis should be placed on multiple stakeholder feedback and promotion of reflection. Time limits need to be considered in this context and adjusted to meet student needs, especially for students with lower levels of communication comfort and those communicating in languages different to their first language.

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Simulation in pharmacy education to enhance interprofessional education

Cited by 15 publications

References 16 publications

Exploring transformative learning for trainee pharmacists through interprofessional simulation: a constructivist interview study

Exploring transformative learning for trainee pharmacists through interprofessional simulation: a constructivist interview study

Barriers and opportunities for the clinical implementation of therapeutic drug monitoring in oncology

A realist evaluation exploring simulated patient role-play in pharmacist undergraduate communication training

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