Virtual Pediatric Patient Activities With Randomized Scenarios as an Instructional Tool for Pharmacy Students

Abstract

OBJECTIVESTo assess student pharmacist best activity scores and related exam question performance based on the number of pediatric virtual patient activity (VPA) attempts.METHODS A 40-point asthma VPA was implemented and included three possible randomized scenarios. A 60-point meningitis VPA was implemented and included three possible randomized scenarios followed by an additional three possible randomized scenarios only if the first scenario was correctly completed. Points were awarded in the VPA based on appropriateness of treatment decisions. Students were allowed unlimited VPA attempts individually and as a group in class. Three exam questions were based on a fourth scenario of each randomized portion of the VPAs. The Kruskal-Wallis test, Mann-Whitney U test, and T-test were used for statistical comparisons when appropriate. RESULTSOf 132 students, median individual best asthma VPA scores were 15.25, 22, and 30 for those with 1, 2, and ≥3 asthma attempts, respectively (p < 0.001). Median individual best meningitis VPA scores were 4, 5, 7, and 45.5 for those with 1, 2, 3 to 4, and ≥5 attempts, respectively (p < 0.001). Median number of group VPA attempts was higher among students who correctly answered the exam question related to the first randomized meningitis scenario (10 versus 4, p = 0.015), although no differences in attempts were found for the other related questions (all p > 0.05).CONCLUSIONS Students who completed the VPAs more times achieved greater individual best scores. Students who correctly answered related exam questions had a higher number of group VPA attempts only when continuation of the VPA required correct randomized scenario completion.

Metodologias de ensino para atenção primária na graduação de medicina e fisioterapia: uma revisão sistemática

“…Assim, envolvem a teoria da aprendizagem experiencial em que os estudantes resolvem o caso clínico de forma ativa em ambientes livres de risco para o próprio usuário e para o paciente (Germa et al, 2020;Johnsen et al, 2018). Outras vantagens dessas ferramentas são que elas podem permitir o acesso a casos clínicos raros e mais de uma tentativa para resolução do caso, bem como fornecem ao usuário o feedback, permitindo que reflitam sobre seu desempenho (Berman et al, 2009;Yardley et al, 2012;Akl et al, 2013;Cain e Piascik , 2015;Stultz et al, 2017;Zhonggen, 2019;Gentry et al, 2019;Kyaw at al., 2019).…”

Implementation of Virtual Interactive Cases for Pharmacy Education: A Single-Center Experience

“…Numerous patient case simulation software have been described in pharmacy education literature as useful tools to improve skills in patient assessment, clinical reasoning, and communication. [1][2][3][4][5][6][7][8][9] These tools can improve student performance in medication history-taking and physical assessment skills, and they have been well-received for their value-add and utility in pharmacy education. 1,2,[4][5][6][10][11][12] Most importantly, simulation software provides the opportunity for deliberate practice, which is considered a crucial step in the development of expertise in one's field.…”