The International Pharmacy Game: A Comparison of Implementation in Seven Universities World-Wide

Fens, Tanja; Hope, Denise L; Crawshaw, Sarah; Tommelein, Eline; Dantuma-Wering, Claudia M.; Verdel, Bertha Maria; Trečiokienė, Indrė; Solanki, Vibhu; Puijenbroek, Eugène van; Taxis, Katja

doi:10.3390/pharmacy9030125

Cited by 12 publications

(25 citation statements)

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“…A core learning outcome of the gamified simulation is the development of teamwork and collaboration, which are essential to contemporary pharmacist practice [3]. The virtualized simulation replicated the separate and competitive pharmacy teams of the initial in-person activity, each with their own communication channel.…”

Section: Discussionmentioning

confidence: 99%

“…The Pharmacy Game (https://pharmacygame.education/, accessed 9 February 2022) is an extended and immersive gamified simulation developed at the University of Groningen, the Netherlands [1,2]. It has been adapted and implemented in the pharmacy curricula of a consortium of international universities to deliver core and aspirational learning outcomes, including enhanced confidence, competence, collaboration and communication [3]. The gamified simulation traditionally involves student teams competitively managing their own in-person pharmacies over an extended period of weeks, during which time students assume the role of autonomous pharmacists in all professional and clinical decision-making.…”

Section: Introductionmentioning

confidence: 99%

“…Prior to the COVID-19 pandemic, all consortium universities conducted their adaptations of the Pharmacy Game as fully immersive, in person simulations [3]. However, from March 2020, Australian universities closed due to the pandemic, which required complete transformation of all teaching and learning activities into the online space, as was true for much of the world [10,11].…”

Section: Introductionmentioning

confidence: 99%

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Virtualized Gamified Pharmacy Simulation during COVID-19

et al. 2022

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Extended and immersive gamified pharmacy simulation has been demonstrated to provide transformative learning in pharmacy education, preparing graduates for real-world practice. An international consortium of universities has implemented local adaptations of the Pharmacy Game into their curricula. From early 2020, pharmacy academics modified the delivery of gamified simulation in response to the COVID-19 pandemic, while still aiming to deliver the important learning outcomes of enhanced communication, collaboration, confidence and competence. Australian universities went into full lockdown from March 2020, and the critical gamified simulation at Griffith University was delivered entirely virtually in 2020. An array of synchronous and asynchronous approaches and software platforms was employed, including Microsoft Teams, Forms and Stream plus the online interview platform Big Interview. These allowed for the simulation activities, including dispensing, counselling and clinical cases, to be conducted by students online. In 2021, Griffith University conducted hybrid delivery of its Pharmacy Game, balancing student participation both in person and online. Microsoft Power Apps was added to the hosting platform to enhance the simulation interface, and Power Virtual Agent artificial intelligence chatbots, with natural language processing, were used to enable asynchronous clinical interaction. The combination of learning technologies provided the means to deliver successful gamified simulation in the virtual and hybrid environments while still achieving outstanding learning outcomes from the capstone activity. This paper details the technologies used to virtualize the Australian Pharmacy Game and the analytics available to educators to assess student participation, engagement and performance.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Virtualized Gamified Pharmacy Simulation during COVID-19

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“…Unrealistic and minimally engaging simulations are unlikely to achieve optimal learning outcomes (Lin et al, 2011), whereas realistic, immersive, authentic, and engaging simulations are more likely to excite and motivate students and deliver more effective learning (Huang, Rauch, & Liaw, 2010). Extended simulation practices have been reported in medical education (Rogers et al, 2014;Rogers, Mey, & Chan, 2017) and in pharmacy education (Van Der Werf, Dekens-Konter, & Brouwers, 2004;Koster et al, 2017;Fens et al, 2020;Fens et al, 2021). Immersive, participatory simulations and games can provide a collaborative learning experience (Barab & Dede, 2007).…”

Section: Simulationmentioning

confidence: 99%

Integration of an extended, immersive, gamified pharmacy simulation as a capstone event

et al. 2021

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Introduction: A gamified simulation was integrated as a capstone event for a new Australian undergraduate pharmacy programme. It aimed to consolidate previous learning and deliver an authentic activity aligned with self-determination theory to develop students’ professional identity and enhance their competence, confidence, and collaborative skills. Description: A full-environment immersive simulation was constructed in which teams of final-year pharmacy students competitively managed their own virtual pharmacies over an extended period. Gamification of the simulation aimed to enhance student motivation and engagement while recognising the consequences of clinical and professional decision-making. Evaluation: Four years of gamified simulation encouraged outstanding student attendance and engagement. The quantitative evaluation revealed high student satisfaction (mean 4.7 out of 5) of the host courses, while the qualitative evaluation revealed that intended outcomes were met through the delivery of authentic, consolidated learning and enhancement of student confidence and professional identity. Conclusion: An extended, gamified simulation may provide a transformative learning event.

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“…Pharmacy games are one such concept that intersect gamification and simulation, in which pharmacy student teams competitively manage simulated pharmacies, a concept included in the pharmacy curricula of seven international universities. Fens and colleagues collected data via a questionnaire completed by academic staff, and the collation of results of the same patient case was conducted at each university (April 2020 to March 2021) [3]. Universities reported positive experiences and student outcomes, suggesting that the intervention represents a potential tool to deliver capstone learning experiences, promote interprofessional education, reinforce patient safety, and prepare pharmacy graduates for future practice.…”

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confidence: 99%