Simulation-Based Learning Versus Problem-Based Learning in an Acute Care Pharmacotherapy Course

Abstract

There is a lack of comparative data with simulation-based learning (SBL) and other types of learning. The objective of the study was to determine whether high-fidelity simulation is superior to problem-based learning (PBL) for training pharmacy students in an acute care elective. Twenty-nine pharmacy students enrolled in the Acute Care Pharmacotherapy Simulation course over 2 years voluntarily participated in this randomized, crossover study. Students were randomized to group 1 or 2. The SBL group consisted of students in group 1 who had SBL during study week 1 and group 2 students who had SBL in week 2. The PBL group consisted of students in group 1 who had PBL cases during study week 2 and group 2 students who had PBL cases in week 1. The topics covered were management of dysrhythmias (week 1) and heart failure (week 2). The SBL group significantly improved compared with the PBL on postquiz scores. The SBL group performed at least 15% better in the clinical assessment (P = 0.013). Students in the SBL group performed significantly better in their critical thinking skills for problem list, pharmacotherapy plan, and monitoring plan. Learning was enhanced with the use of SBL compared with PBL.