Abstract
Technological advancements, changes in pharmacy students’ learning preferences, and increased educational costs have necessitated the development and implementation of innovative teaching modalities. The University of Pittsburgh, School of Pharmacy has been using simulation-based learning throughout the curriculum for several years. To further advance this practice, a novel course was designed to teach students new concepts through online video lectures, slide sets and quizzes, and knowledge application during weekly practica time involving multiple patient cases taught with high fidelity simulation. While this course has been well received by students, it does require resources, organization, and time for development. In this article, we describe our experience developing, modifying, and sustaining this blended course with the hope that sharing our experiences over the past six years will lead to expediting successes at other institutions. Tips for success such as keeping online segments short, holding students accountable, thinking of simulation approaches beyond the mannequin, and developing standardized assessment tools are discussed. Overall the blended course of online learning and simulation is a unique educational experience akin to real-world pharmacy practice and is worth the effort with a goal of optimizing learning.
Highlights
Today’s pharmacy students benefit from multiple learning modalities to enhance engagement in their education and to prepare them adequately to enter the workforce as pharmaceutical care providers [1]
Online learning has become popular among institutions of higher education as a way to provide quality education, while attempting to utilize faculty resources efficiently and reduce cost increases [4]
Quality pharmacy education is not providing students with a solid foundation on which to enter the workforce, but teaching students how to advance their knowledge base post-graduation. Introducing these adult learning concepts earlier into the pharmacy curriculum better prepares students for advanced pharmacy practice experiences, post-graduate training, and to be successful practicing professionals. This is evident in the 2009 report by the American Association of Colleges of Pharmacy (AACP), which states classroom time should no longer be dominated by didactic transfer of information from instructor to pupil [12]
Summary
Today’s pharmacy students benefit from multiple learning modalities to enhance engagement in their education and to prepare them adequately to enter the workforce as pharmaceutical care providers (standard 25.7) [1]. Quality pharmacy education is not providing students with a solid foundation on which to enter the workforce, but teaching students how to advance their knowledge base post-graduation Introducing these adult learning concepts earlier into the pharmacy curriculum better prepares students for advanced pharmacy practice experiences, post-graduate training, and to be successful practicing professionals. This is evident in the 2009 report by the American Association of Colleges of Pharmacy (AACP), which states classroom time should no longer be dominated by didactic transfer of information from instructor to pupil [12]. We would like to provide insight in developing similar courses, with the hope that sharing our experiences over the past six years will lead to expedited successes at other institutions
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