Pharmacy student perception of a remote hypertension and drug information simulation‐based learning experience in response to the SARS‐CoV‐2 pandemic

Abstract

AbstractIntroductionSevere acute respiratory syndrome coronavirus‐2 (SARS‐CoV‐2) has required pharmacy educators to redesign or create new simulation‐based learning (SBL) activities to ensure achievement of accreditation standards and ensure practice‐ready pharmacists. Little is known regarding student perception of SBL activities conducted across the Doctor of Pharmacy (Pharm.D.) curricula during the SARS‐CoV‐2 pandemic.ObjectiveTo assess first‐year Pharm.D. students' confidence in performing manual blood pressure techniques, drug information, and communication skills through a remote SBL.MethodsA pre‐ and post‐simulation survey was administered to Pharm.D. students enrolled in a first‐year pharmaceutical skills course who completed a remote SBL activity. The students' perception of their confidence performing manual blood pressure technique, utilizing drug information resources, and communication skills was assessed in addition to overall experience and challenges with conducting a remote SBL activity.ResultsA total of 87 students completed the SBL activity. The response rate for the pre‐ and post‐simulation survey were 95% (n = 83) and 62% (n = 54), respectively. Significant improvements in perceived confidence in performing manual blood pressure techniques, utilizing drug information resources, and communication skills were observed. A majority of students agreed or strongly agreed that the remote SBL activity was valuable and allowed for the application of didactic content. Qualitative feedback was analyzed using thematic analysis and indicated that the remote setting was challenging to perform manual blood pressure assessment and to interact with a standardized patient, although the feedback was positive for improving drug information and communication skills. Only five students (9%) who completed the post‐simulation survey reported technology issues.ConclusionThe introduction of a remote SBL activity for first‐year Pharm.D. students improved confidence in ability to perform many essential tasks to provide optimal care for patients with hypertension. This included an improvement in confidence in manual blood pressure assessment, the ability to use drug information resources, and communication skills. We could not conclude whether the improvement in confidence was a direct result of the remote SBL activity. Overall, technology did not appear to be a barrier to the implementation of a remote SBL activity.