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Wettergreen SA, Scott C, Auten M, Kiles TM, Litten K, Scott D, Stewart MP. A meta-narrative review of choose-your-own-adventure style patient case activities in pharmacy education. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:484-495. [PMID: 38538451 DOI: 10.1016/j.cptl.2024.03.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/15/2023] [Revised: 01/05/2024] [Accepted: 03/16/2024] [Indexed: 05/15/2024]
Abstract
BACKGROUND The objective of this review was to characterize the methods of delivery and assessment of Choose Your Own Adventure (CYOA)-style activities in pharmacy education. A secondary objective was to utilize available data to determine best practices for educators interested in developing similar activities. METHODS A meta-narrative approach according to the guidance of the RAMESES standards was used for this review. A broad literature search was conducted using PubMed and Embase. Studies published on the use of a CYOA-style patient case format in pharmacy education were identified and appraised individually for their relevance. RESULTS Thirteen studies from the pharmacy education literature were included in the review. Activities were delivered for 25 unique topics, largely in small groups during class via patient simulation or interactive data collection software. Overall, students have a positive perception of CYOA-style activities, with positive results regarding knowledge development and student engagement. The most commonly reported challenge to implementing CYOA-style patient case activities was the up-front time commitment to develop activities. IMPLICATIONS This review provides a snapshot of the small but expanding body of literature on CYOA-style patient case activities in pharmacy education. CYOA-style activities are recommended for expanded use in pharmacy education as the preponderance of studies that assessed knowledge development showed significant improvement in knowledge after participation in CYOA-style activities. Additionally, students have a positive perception of CYOA-style activities and reported that they were enjoyable, improved their confidence, and helped them learn course material.
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Affiliation(s)
- Sara A Wettergreen
- Department of Clinical Pharmacy, University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, 12850 E. Montview Blvd., C238, Aurora, Colorado 80045, United States of America.
| | - Collyn Scott
- PGY-1 Pharmacy Practice Resident, UCHealth Memorial Hospital, 1400 E. Boulder St., Colorado Springs, Colorado 80909, United States of America.
| | - Madison Auten
- Ambulatory Care Clinical Pharmacist, Saint Luke's Health System, 20 NE Saint Luke's Blvd Suite 200, Lee's Summit, MO 64086, United States of America.
| | - Tyler Marie Kiles
- Department of Clinical Pharmacy and Translational Science, The University of Tennessee Health Science Center College of Pharmacy, 881 Madison Avenue, Room 581, Memphis, TN 38193, United States of America.
| | - Kathryn Litten
- Division of Pharmacy Practice, The University of Texas at Austin College of Pharmacy, 2409 University Ave., Austin, TX 78712, United States of America.
| | - Devin Scott
- Teaching and Learning Center, The University of Tennessee Health Science Center, 920 Madison Avenue, Suite 424, Memphis, TN 38193, United States of America.
| | - Morgan P Stewart
- Division of Pharmacy Practice, The University of Texas at Austin College of Pharmacy, 2409 University Ave., Austin, TX 78712, United States of America.
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Cameron K, Cicinelli E, Natsheh C, So M, Tait G, Halapy H. Implementation of Virtual Interactive Cases for Pharmacy Education: A Single-Center Experience. J Pharm Technol 2024; 40:100-107. [PMID: 38525092 PMCID: PMC10959083 DOI: 10.1177/87551225231224627] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/26/2024] Open
Abstract
Patient case simulation software are described in pharmacy education literature as useful tools to improve skills in patient assessment (including medication history-taking and physical assessment), clinical reasoning and communication, and are typically well-received by students and instructors. The virtual interactive case (VIC) system is a web-based software developed to deliver deliberate practice opportunities in simulated patient encounters across a spectrum of clinical topics. This article describes the implementation and utilization of VIC in the undergraduate curriculum at one Canadian pharmacy school. Methods: At our facility, the use of VIC was integrated across the training spectrum in the curriculum, including core and elective didactic courses and practice labs, experiential learning, interprofessional education, and continuing education. Its use was evaluated through student and instructor surveys and qualitative student interviews). VIC is easy to navigate and created a positive and realistic learning environment. Students identified that it enhanced their ability to identify relevant patient information, accurately simulated hospital pharmacy practice and thereby helped them to prepare for their upcoming experiential courses. The use of VIC has expanded beyond its original intended purpose for individual student practice to become a valuable addition to pharmacy undergraduate education. Future plans include ongoing development of cases and exploration of further uses of VIC within the didactic curriculum, for remediation in experiential courses, and for pharmacist continuing education.
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Affiliation(s)
- Karen Cameron
- Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, ON, Canada
| | - Erin Cicinelli
- Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, ON, Canada
- University Health Network, Toronto, ON, Canada
| | - Cindy Natsheh
- Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, ON, Canada
- University Health Network, Toronto, ON, Canada
| | - Miranda So
- Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, ON, Canada
- University Health Network, Toronto, ON, Canada
| | - Gordon Tait
- University Health Network, Toronto, ON, Canada
| | - Henry Halapy
- Leslie Dan Faculty of Pharmacy, University of Toronto, Toronto, ON, Canada
- St. Michael’s Hospital, Unity Health, Toronto, ON, Canada
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Pruskowski JA, Patel R, Nguyen K, Scolese C, Klein-Fedyshin M, Brazeau G. A Systematic Review of Palliative Care Content in the Doctor of Pharmacy Curriculum. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8468. [PMID: 34315708 PMCID: PMC8341234 DOI: 10.5688/ajpe8468] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/09/2020] [Accepted: 02/05/2021] [Indexed: 06/13/2023]
Abstract
Objective. To describe the methods of teaching and evaluating palliative care experiences for pharmacy students.Findings. A literature search retrieved 971 reports, from which 26 studies met all of study criteria. Educational interventions concerning palliative care included didactic courses, flipped classrooms, advanced pharmacy practice experiences (APPEs), workshops, and seminars. Total direct hours of education in palliative care ranged from 1-200. Seven (27%) focused experiences were reported as required, while nine (35%) were reported as elective. The majority (n=14, 54%) of studies measured pharmacy students' confidence, attitudes, or perceptions as the main outcome, and of those most studies reported an improvement. Five (19%) studies reported on interprofessional experiences in palliative care conducted in the United States, and four (15%) studies reported on similar experiences conducted outside the United States. When reported, most experiences were developed for students to complete prior to beginning their APPE year. All of the included studies used a non-randomized design.Summary. This review suggests a palliative care experience for pharmacy students should be interprofessional, occur during the year prior to APPEs, and measure skills-based outcomes.
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Affiliation(s)
- Jennifer A Pruskowski
- University of Pittsburgh, School of Medicine, Pittsburgh, Pennsylvania
- University of Pittsburgh, School of Pharmacy, Pittsburgh, Pennsylvania
| | - Ravi Patel
- University of Pittsburgh, School of Pharmacy, Pittsburgh, Pennsylvania
| | - Kristine Nguyen
- University of Pittsburgh, School of Pharmacy, Pittsburgh, Pennsylvania
| | - CeJae Scolese
- University of Pittsburgh, School of Pharmacy, Pittsburgh, Pennsylvania
| | | | - Gayle Brazeau
- Marshall University, School of Pharmacy, Huntington, West Virginia
- Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
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Tenório da Silva D, Pereira AM, de Oliveira Santos Silva R, Menéndez AS, Dos Santos C, de Lima Florentino Júnior I, Felizardo Neves SJ, Dósea MB, Lyra DP. Using Virtual Patient Software to Improve Pharmacy Students' Knowledge of and Attitudes Toward Geriatric Patients. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:7230. [PMID: 32577027 PMCID: PMC7298220 DOI: 10.5688/ajpe7230] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/20/2018] [Accepted: 09/24/2019] [Indexed: 05/13/2023]
Abstract
Objective. To evaluate the effect of using a virtual patient software program to improve pharmacy students' knowledge of and attitudes toward geriatric patients. Methods. The Virtual Patient for Geriatric Education (VIPAGE) software program was used in two Bachelor of Pharmacy (BPharm) degree programs in Brazilian universities. The virtual consultations were divided into an initial evaluation, care plan, letter of referral to another professional, and evaluation of follow-up. Each weekly session lasted two hours. Students answered questionnaires before and after using the virtual patient software relating to the following: demographics, geriatric experiences, Geriatric Attitudes Scale, and the Facts on Aging Quiz. Results. Of the 128 students who completed the baseline questionnaires, 109 students also completed the second questionnaire. The mean Geriatric Attitudes Scale score before the intervention was 3.7 (SD=0.8) and after was 3.9 (SD=0.7). Significant improvements in Geriatric Attitudes Scale scores after using the virtual patient software were seen in students who were male, whose grandparents were still alive, or whose parents were elderly, who had frequent contact with the elderly, who did not have frequent contact with the elderly, and who did not have professional contact with the elderly. The average score on geriatrics knowledge was 44.7 (SD=12.0) before completing the virtual patient consultations and 52.6 (SD=11.9) after. The mean score measuring students' lack of geriatrics knowledge was 27.3 (SD=15.8) before and 19.1 (SD=12.8) after using the software. Conclusion. Completing virtual patient consultations using the VIPAGE software positively impacted pharmacy students' geriatrics knowledge and attitudes.
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Affiliation(s)
- Daniel Tenório da Silva
- Federal University of Vale do São Francisco, College of Pharmacy, Petrolina, Pernambuco, Brazil
| | - André Mascarenhas Pereira
- Federal University of Sergipe, Laboratory of Teaching and Research in Social Pharmacy, Faculty of Pharmacy, São Cristóvão, Sergipe, Brazil
| | - Rafaella de Oliveira Santos Silva
- Federal University of Sergipe, Laboratory of Teaching and Research in Social Pharmacy, Faculty of Pharmacy, São Cristóvão, Sergipe, Brazil
| | - Andrés Silva Menéndez
- Federal University of Sergipe, Department of Computing, São Cristóvão, Sergipe, Brazil
| | - Cleverton Dos Santos
- Federal University of Sergipe, Department of Computing, São Cristóvão, Sergipe, Brazil
| | | | | | - Marcos Barbosa Dósea
- Federal University of Sergipe, Department of Computing, São Cristóvão, Sergipe, Brazil
| | - Divaldo Pereira Lyra
- Federal University of Sergipe, Laboratory of Teaching and Research in Social Pharmacy, Faculty of Pharmacy, São Cristóvão, Sergipe, Brazil
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Lucas C, Williams K, Bajorek B. Virtual Pharmacy Programs to Prepare Pharmacy Students for Community and Hospital Placements. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7011. [PMID: 32001870 PMCID: PMC6983896 DOI: 10.5688/ajpe7011] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/22/2023]
Abstract
Objective. To explore and evaluate pharmacy students' perceptions of the value and relevance of virtual community and virtual hospital on-campus placement programs. Methods. Students enrolled in a Master of Pharmacy program completed the required Virtual Community Placement (VCP) program and/or the Virtual Hospital Placement (VHP) program. A six-item questionnaire was administered to students after completion of each of the virtual programs to elicit students' perceptions of the value and relevance of the virtual programs. Additional data related to the relevance of specific workshops were collected, including students' self-reported confidence levels to undertake placement in a real-world setting following completion of the virtual programs. Results. Surveys were completed by 61 students in the VCP program and 50 students in the VHP program. Students perceived the virtual programs to be beneficial, with the majority (84% of the VCP students and 98% of the VHP students) reporting that the programs should be an essential component of any pharmacy degree. The majority of students (72%) self-reported an increase in their confidence levels in undertaking a real-world experiential placement after they completed their virtual hospital placement. Conclusion. Completing virtual placement programs prior to pharmacy students beginning their first "real world" pharmacy placements had a positive effect on student learning and confidence levels. Pharmacy students' feedback from this study regarding the relevance of specific learning modules and laboratory sessions will inform future curriculum development of the virtual placement programs.
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Affiliation(s)
- Cherie Lucas
- University of Technology Sydney, Graduate School of Health, Sydney, Australia
| | - Kylie Williams
- University of Technology Sydney, Graduate School of Health, Sydney, Australia
| | - Beata Bajorek
- University of Technology Sydney, Graduate School of Health, Sydney, Australia
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