Effects of virtual simulation on student pharmacists' ability to assess self-care patient cases

Abstract

IntroductionThe use of simulation is recognized as an effective means to teach skills necessary for pharmacy practice. It is essential these educational activities are evaluated. The purpose of this study is to evaluate the effectiveness of virtual simulation on student pharmacists' ability to assess and formulate a plan for patients seeking self-care. MethodsIn a third-year course, student pharmacists are assessed on their abilities to assist a patient seeking self-care. This assessment is a standardized patient (SP) case graded using a checklist. Previously, students prepared by participating in workshops and lectures only. In 2017, students continued workshops and lecture, but MyDispense virtual exercises were also assigned. Student performance after using MyDispense was compared to the previous year's students. Each student was assigned one of six different cases for the SP assessment. The maximum possible score was 20. Statistics used were chi-square, Fischer's exact, and t-test. ResultsData from 135 students in the intervention group were compared to 178 students in the control group. No differences were detected between the mean total scores of all cases when the intervention group was compared to the control group (16.89 vs. 17.22, respectively). A significant difference was only detected for Case 4 (15.91 vs. 18.02, intervention vs. control respectively, P < .001). Significant differences on the grading checklist were identified for six items. ConclusionsVirtual simulation may impact student pharmacists' ability to assist patients seeking self-care recommendations. However, not all changes identified were positive.