Virtual patient technology to educate pharmacists and pharmacy students on patient communication: a systematic review

Abstract

BackgroundVirtual patients (VPs) are a sub-type of healthcare simulation that have been underutilised in health education. Their use is increasing, but applications are varied, as are designs, definitions and evaluations. Previous reviews have been broad, spanning multiple professions not accounting for design differences.ObjectivesThe objective was to undertake a systematic narrative review to establish and evaluate VP use in pharmacy. This included VPs that were used to develop or contribute to communication or counselling skills in pharmacy undergraduates, pre-registration pharmacists and qualified pharmacists.Study selectionEight studies were identified using EBSCO and were quality assessed. The eligibility criteria did not discriminate between study design or outcomes but focused on the design and purpose of the VP. All the included studies used different VP applications and outcomes.FindingsFour themes were identified from the studies: knowledge and skills, confidence, engagement with learning, and satisfaction. Results favoured the VPs but not all studies demonstrated this statistically due to the methods. VP potential and usability are advantageous, but technological problems can limit use. VPs can help transition knowledge to practice.ConclusionsVPs are an additional valuable resource to develop communication and counselling skills for pharmacy students; use in other pharmacy populations could not be established. Individual applications require evaluation to demonstrate value due to different designs and technologies; quality standards may help to contribute to standardised development and implementation in varied professions. Many studies are small scale without robust findings; consequently, further quality research is required. This should focus on implementation and user perspectives.

Interactive Clinical Avatar Use in Pharmacist Preregistration Training: Design and Review

“…In contrast to our study, there were few specifics on the simulation design process or validity of the self-rating scale. Previous literature reviews [ 2 , 6 , 7 , 59 , 60 ] concluded the need for further research to be undertaken on the role of virtual patients in postgraduate and continuing pharmacy education. The design of the interactive clinical avatars in this paper goes some way to filling this gap in current research and provides a rationale for a combination of input styles to determine the range of skills and knowledge that can be developed from these simulations [ 35 , 44 ].…”

“…Interactive clinical avatars have been evaluated less frequently in pharmacy education and training than in other health care professions and less frequently than other forms of virtual patients [ 2 , 6 , 7 ]. This may be as a result of potential barriers associated with their production and use including information technology skills, cost, and time constraints [ 6 , 8 , 9 ].…”

Actual vs. Perceived Competency Development—How Can Virtual Patients Impact Pharmacist Pre-Registration Training?

“…Similar research has not been conducted in pharmacy schools. The study of VPs in pharmacy education and training is less than in other healthcare professions [ 7 , 12 , 15 ] and there is only one other evaluation of VPs in UK pre-registration pharmacist training [ 18 ]. It was identified in 2012 that more research should be invested in developing virtual patient technology specifically for teaching at a graduate level [ 14 ].…”

“…Those classified as higher fidelity have been found to promote development of emotional intelligence, communication skills, clinical reasoning skills and knowledge on a range of clinical conditions [ 11 , 12 , 13 ]. Less research has been conducted into the utilisation of VPs in undergraduate or postgraduate pharmacist education and training, and only a few of these studies have evaluated higher fidelity simulations [ 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 ]. The majority of this work has been undertaken in America which may be due to the recognition of the benefits which simulation can offer, as per The Accreditation Council for Pharmacy Education standards [ 24 ].…”

Virtual patients as a tool for training pre-registration pharmacists and increasing their preparedness to practice: A qualitative study

“…Those classified as higher fidelity have been found to promote development of emotional intelligence, communication skills, clinical reasoning skills, knowledge of a range of conditions and confidence to interact with real patients [7,9,16]. Far less research has been conducted into utilisation of VPs in undergraduate or postgraduate pharmacist education and training, and even fewer studies have evaluated those of a higher fidelity [9,17,18]. Only one study has previously evaluated VP use in pre-registration pharmacist training.…”