The Application of Kirkpatrick’s Evaluation Model in the Assessment of Interprofessional Simulation Activities Involving Pharmacy Students: A Systematic Review

Nsouli, Dayana El; Nelson, David R.; Nsouli, Latifa; Curtis, Ffion; Ahmed, Syed Imran; Mcgonagle, Ian; Kane, Ros; Ahmadi, Keivan

doi:10.1016/j.ajpe.2023.02.003

Cited by 4 publications

(1 citation statement)

References 42 publications

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“…The impact of AR/MR in medical education in four stages was evaluated based on the Kirkpatrick model [50]: increased student satisfaction (reaction), enhanced skill performance (learning), reduced performance time (behavior), and reduced failure rate (result). In knowledge learning, although students react favorably (reaction), there is no marked improvement in learning outcomes (learning), and behavior and results assessments are lacking.…”

Section: Ar/mr Enhanced Skill Training But Limited Impact On Knowledg...mentioning

confidence: 99%

The Effectiveness of Augmented Reality/Mixed Reality in Medical Education: A Meta- Analysis

Zhang,

Jin,

Liu

et al. 2024

Preprint

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Background Augmented reality (AR) and mixed reality (MR) are increasingly being applied in the field of medical education. However, the effectiveness and acceptance of AR/MR in different teaching scenarios remain unclear. This meta-analysis aimed to examine the effectiveness of AR/MR in improving medical students' knowledge and skills training. Methods PubMed, Embase, Cochrane Library, PsycINFO, Education Source, Education Resources Information Center, CINAHL, Web of Science Core Collection, China National Knowledge Infrastructure, WanFang, WeiPu and Chinese BioMedical Literature databases were searched. The search encompassed literature from database establishment to December 2023. Studies examining the use of AR/MR in medical education and reporting outcomes related to knowledge learning or skill training were included. The data were analyzed using Stata version 15.1 software. Results 29 publications were included in this meta-analysis. Compared to traditional teaching methods, AR/MR-assisted teaching showed greater effectiveness in medical skills training, as indicated by the higher skill scores (WMD = 12.31, 95% CI: 4.12 to 20.50), reduced failure rate (RD=-0.13, 95% CI: -0.19 to -0.07), and shortened performance time (SMD = -0.19, 95% CI: -0.32 to -0.06). However, AR/MR did not significantly improve knowledge acquisition (WMD = 2.78, 95% CI: -1.89 to 7.45). The questionnaire survey revealed the advantages of AR/MR in terms of perceived usefulness (PU) (WMD = 0.27, 95% CI: 0.00 to 0.53), perceived ease of use (PEOU) (WMD = 0.35, 95% CI: 0.13 to 0.57), and enjoyment (WMD = 0.67, 95% CI: 0.20 to 1.13). Conclusion This meta-analysis highlights the effectiveness and user acceptance of AR/MR in medical education, particularly in skill training. However, there was no significant improvement in knowledge learning. The findings provide foundational data for expanding AR/MR applications in medical education.

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Section: Ar/mr Enhanced Skill Training But Limited Impact On Knowledg...mentioning

confidence: 99%

The Effectiveness of Augmented Reality/Mixed Reality in Medical Education: A Meta- Analysis

Zhang,

Jin,

Liu

et al. 2024

Preprint

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Advancing clinical interprofessional education to prepare student pharmacists for interprofessional collaborative practice

Fusco,

Woodruff,

Moote

et al. 2024

J Am Coll Clin Pharm

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Interprofessional education (IPE) is a pivotal force shaping the future of health care delivery. While recent studies underscore positive student experiences resulting from IPE, a critical gap remains: the scarcity of data on patient outcomes within health systems that embrace this collaborative care approach. In this focused literature review, authors with expertise in the field of IPE and interprofessional collaborative practice (IPCP) aimed to provide pharmacists with practical suggestions on how they can advance interprofessional patient care while also optimizing the opportunities for student pharmacists to further develop IPCP competencies. Through a knowledgeable selection of current, high‐quality publications on the topic and expert opinion, we sought to identify characteristics of high‐quality IPE in practice environments. Pharmacists, in conjunction with Schools/Colleges of Pharmacy, should aspire to attain these characteristics to ensure that graduates of Doctor of Pharmacy (Pharm.D.) degree programs are entering the workforce primed to contribute to IPCP. The Interprofessional Education Collaborative (IPEC) has crafted competencies to harmonize curricula across health disciplines, with the promise of enhancing patient and population health outcomes. These competencies should serve as guiding principles for pharmacy educators as they develop and assess student pharmacists' collaborative practice skills. Pharmacists play a vital role in cultivating these skills within experiential environments. Leveraging existing pharmacy practice experiences presents an opportunity to achieve this aim effectively. As we look ahead, the future of health professional training must prioritize measuring the impact of IPE on patient outcomes. In this transformative landscape, IPE stands ready to mold the next generation of team‐based, patient‐centered care.

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Longitudinal Assessment of Pharmacy Students’ Collaborative Practice Abilities

Maerten-Rivera,

Woodruff,

Zhao

et al. 2024

American Journal of Pharmaceutical Education

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The Application of Kirkpatrick’s Evaluation Model in the Assessment of Interprofessional Simulation Activities Involving Pharmacy Students: A Systematic Review

Cited by 4 publications

References 42 publications

The Effectiveness of Augmented Reality/Mixed Reality in Medical Education: A Meta- Analysis

The Effectiveness of Augmented Reality/Mixed Reality in Medical Education: A Meta- Analysis

Advancing clinical interprofessional education to prepare student pharmacists for interprofessional collaborative practice

Longitudinal Assessment of Pharmacy Students’ Collaborative Practice Abilities

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