Dataset Information

Integrating simulation into advanced pharmacy practice experience curriculum: An innovative approach to training.

ABSTRACT:

Background

The use of simulation-based education (SBE) in pharmacy education can help students acquire the essential clinical knowledge and skills for practice and can enhance patients' safety. Simulation-based training has been implemented in inter-professional education training, introductory pharmacy practice experiences, pharmacy residency training. Still, there is limited information in the literature that assesses the use of simulation in advanced pharmacy practice experience (APPE).

Objective

To evaluate the impact of integrating SBE into APPE on students' learning outcomes, training costs, and satisfaction.

Method

This study presents a new training model of a 5-week clerkship experience where sixth-year pharmacy students alternate between hospital wards and simulation rooms. Student assessment rubrics were used to measure students' achievements and report faculty feedback. Students filled scenario evaluation forms to assess their simulation satisfaction rate.

Results

A total of 57 students completed a full block of simulation-based, followed by hospital-based blocks practicing in the same medical specialty in both blocks. This newly structured experience provided fourteen direct patient care training seats per rotation and saved around 25,000 Saudi Riyals per rotation. The mean grades in both simulation and hospital-based blocks were mostly above 90% in all learning outcomes. Cognitive skills and affect learning outcomes mean grades were higher in the simulation-based group-most of the students being satisfied with the simulation scenarios.

Conclusion

SBE integration into APPE can supplement hospital-based experiential training to achieve the best learning outcomes with improved students' satisfaction.

SUBMITTER: Korayem GB

PROVIDER: S-EPMC7335712 | biostudies-literature | 2020 Jul

REPOSITORIES: biostudies-literature

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Publications

Integrating simulation into advanced pharmacy practice experience curriculum: An innovative approach to training.

Korayem Ghazwa B GB Alboghdadly Amany M AM

Saudi pharmaceutical journal : SPJ : the official publication of the Saudi Pharmaceutical Society 20200618 7

<h4>Background</h4>The use of simulation-based education (SBE) in pharmacy education can help students acquire the essential clinical knowledge and skills for practice and can enhance patients' safety. Simulation-based training has been implemented in inter-professional education training, introductory pharmacy practice experiences, pharmacy residency training. Still, there is limited information in the literature that assesses the use of simulation in advanced pharmacy practice experience (APPE ...[more]

PMID: 32647485

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Project description:IntroductionFaculty and staff from Duquesne University and the University of Pittsburgh Schools of Pharmacy created a simulation activity focused on the care of critically ill patients with coronavirus disease 2019 (COVID-19). Students on remote, short-term-care advanced pharmacy practice experiences (APPE) rotations from both universities worked in comingled teams and completed two educational electronic health record reviews, complex simulation sessions, and debriefs. Individually, students completed two educational electronic health record reviews and verbal patient presentations before and after the simulation sessions.ObjectivesEvaluate the effects of a simulation activity during a remote short-term-care APPE on student confidence and knowledge surrounding the care of a critically ill patient with COVID-19.MethodsStudent knowledge surrounding COVID-19 short-term-care treatment principles was assessed through pre-/postcase-based multiple-choice examinations and an intermittent clinical examination (ICE). Student confidence and perceptions were gathered through anonymous pre-/postsurveys. The written examination and patient presentation recordings were compared from baseline to the final assessment using the Wilcoxon signed-rank test.ResultsIn total, 92 students participated in the activity. There was a statistically significant improvement from baseline to the final assessment (preassessment median [interquartile range (IQR)]: 55.3% [50%-60.5%]; postassessment median [IQR]: 68.4 [60.5%-73.7%]; P < .001) on the written examination. ICE total scores improved from baseline (preassessment median [range]: 33 [28-36] vs postassessment median [range]: 36.5 [29.5-43.52]; P = .004) as well as the objective (P < .001), plan (P < .001), and monitoring (P < .001) subdomain scores. Student confidence reported on surveys improved from baseline in all domains.ConclusionRemote simulation sessions improve student knowledge and confidence and provide an opportunity for students to experience caring for patients with COVID-19 in a safe environment. Collaboration between schools of pharmacy can be successfully employed to leverage resources and expertise to expand opportunities for students.

Project description:BackgroundDrug information training is restricted to pharmacy students due to the lack of opportunities for training and the inadequate number of drug information centers. Drug information simulation requires manpower and is time-consuming to arrange. MyDispense (MD) is widely accepted by numerous pharmacy schools and plays a major role in training students for various courses in the pharmacy curriculum. However, the students' performances and perceptions of MD in drug information training involving nonjudgmental queries are yet to be established.ObjectiveTo compare the student's success and perceptions of virtual versus in-person simulation in providing drug information.MethodsA cross-over study design was used to compare student performance and perception of virtual and in-person simulation. A total of one hundred and forty-nine students consented to participate in the study. They were randomly allocated, with 75 assigned to the MD group and 74 to the in-person simulation group for exercise (1) Then, the students crossed over to in-person simulations and MD for exercise (2) A 5-point Likert scale questionnaire consisting of ten items was developed and validated to assess their perception regarding the learning experience of drug information exercises. Simple logistic regression was used to compare the students' success rate, and the mean value of students' responses was compared using non-parametric tests.ResultsIn exercise 1, a significant association of student success with MD was observed with task 2 (Identify the patient's background; p = 0.001) and task 3 (Identify background information of the drug information query; p = 0.002). The students expressed a significantly higher confidence level (p = 0.000) when dealing with virtual patients, as reflected in their success rate regarding the identification of the background of the patient and the nature of the drug information question during exercise 1. However, students' responses to the item related to the confidence level had no significant difference in exercise 2 (p = 0.382). Further, in-person and MDs had no significant differences regarding student perception of the remaining tasks in both exercises. Also, the student performances were comparable between virtual and in-person simulation in exercise 2.ConclusionThe students' performances and perceptions were comparable between virtual and in-person simulations at different times. Therefore, MD can be implemented to train the students regarding drug information services and handle nonjudgmental queries at community pharmacies.

Dataset Information

Integrating simulation into advanced pharmacy practice experience curriculum: An innovative approach to training.

Background

Objective

Method

Results

Conclusion

Publications

Integrating simulation into advanced pharmacy practice experience curriculum: An innovative approach to training.

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