Simulation and Feedback in Health Education: A Mixed Methods Study Comparing Three Simulation Modalities.

Lauren Tait,Benjamin Geelan,Tristan Ling,Kenneth Lee,Rohan Rasiah,Ivan Bindoff,Joyce Cooper

doi:10.3390/pharmacy6020041

Abstract

Background. There are numerous approaches to simulating a patient encounter in pharmacy education. However, little direct comparison between these approaches has been undertaken. Our objective was to investigate student experiences, satisfaction, and feedback preferences between three scenario simulation modalities (paper-, actor-, and computer-based). Methods. We conducted a mixed methods study with randomized cross-over of simulation modalities on final-year Australian graduate-entry Master of Pharmacy students. Participants completed case-based scenarios within each of three simulation modalities, with feedback provided at the completion of each scenario in a format corresponding to each simulation modality. A post-simulation questionnaire collected qualitative and quantitative responses pertaining to participant satisfaction, experiences, and feedback preferences. Results. Participants reported similar levels satisfaction across all three modalities. However, each modality resulted in unique positive and negative experiences, such as student disengagement with paper-based scenarios. Conclusion. Importantly, the themes of guidance and opportunity for peer discussion underlie the best forms of feedback for students. The provision of feedback following simulation should be carefully considered and delivered, with all three simulation modalities producing both positive and negative experiences in regard to their feedback format.

Highlights

With the limited and variable availability of clinical placements [1,2], simulation-based education has increasingly become an adjunct approach in the comprehensive clinical training of students across medical, nursing, pharmacy and allied health disciplines [2,3]
While clinical placements remain a key component in facilitating the development of clinical expertise and competence, there is evidence to suggest that simulation-based education is suitable as a partial substitute and is an effective adjunct to clinical placements [4]
A recent systematic review about the use of simulation found that the substitution of clinical placement with simulation-based training did not appear to have a significant

Summary

Introduction

With the limited and variable availability of clinical placements [1,2], simulation-based education has increasingly become an adjunct approach in the comprehensive clinical training of students across medical, nursing, pharmacy and allied health disciplines [2,3]. While clinical placements remain a key component in facilitating the development of clinical expertise and competence, there is evidence to suggest that simulation-based education is suitable as a partial substitute and is an effective adjunct to clinical placements [4]. There are numerous approaches to simulating a patient encounter in pharmacy education. Our objective was to investigate student experiences, satisfaction, and feedback preferences between three scenario simulation modalities (paper-, actor-, and computer-based)

Objectives

Methods

Results

Conclusion