Research

10 pages, 213 KiB

Open AccessArticle

Effects of Cross-Training on Medical Teams’ Teamwork and Collaboration: Use of Simulation

by Ashley R. Hedges, Heather J. Johnson, Lawrence R. Kobulinsky, Jamie L. Estock, David Eibling and Amy L. Seybert

Pharmacy 2019, 7(1), 13; https://doi.org/10.3390/pharmacy7010013 - 19 Jan 2019

Cited by 10 | Viewed by 4017

Abstract

Previous research in the US Navy demonstrated that cross-training enhances teamwork and interpersonal collaboration. Limited data exists on cross-training effectiveness in medical education. This research aimed to assess whether cross-training would have similar effects on medical teams. A multidisciplinary pair of resident participants—consisting [...] Read more.

Previous research in the US Navy demonstrated that cross-training enhances teamwork and interpersonal collaboration. Limited data exists on cross-training effectiveness in medical education. This research aimed to assess whether cross-training would have similar effects on medical teams. A multidisciplinary pair of resident participants—consisting of one physician and one pharmacist—was randomly assigned to cross-training or current training condition. The training experience involved one video-based content module (training a pharmacist’s task of pharmacokinetic dosing and a physician’s task of intubation) and one simulation-based practice scenario (collaborative treatment of an unstable critically ill simulated patient). Interprofessional pairs randomized to cross-training condition participated in both the content module and practice scenario in the alternative professional role whereas pairs randomized to current training condition participated in their own professional role. Pairs also participated in pre- and post- training assessment scenarios in their own professional role. Teamwork and interprofessionalism were measured immediately following assessment scenarios. Knowledge assessments were conducted at the start and end of the scenario sequence. Multidisciplinary pairs experiencing cross-training showed a significant improvement in teamwork (increased by 6.11% vs. 3.24%, p < 0.05). All participants demonstrated significant improvement in knowledge scores (increase of 14% cross-training, p < 0.05, and increase of 13.9% control, p < 0.05). Our project suggests that cross-training can improve teamwork in interprofessional medical teams. Full article

(This article belongs to the Special Issue Simulation in Pharmacy Education and Beyond)

7 pages, 572 KiB

Open AccessArticle

Virtual Electronic Health Record Technology with Simulation-Based Learning in an Acute Care Pharmacotherapy Course

by James C. Coons, Lawrence Kobulinsky, Deborah Farkas, John Lutz and Amy L. Seybert

Pharmacy 2018, 6(4), 123; https://doi.org/10.3390/pharmacy6040123 - 28 Nov 2018

Cited by 14 | Viewed by 2895

Abstract

Electronic health record (EHR) technology use in the educational setting to advance pharmacy practice skills with patient simulation has not been described previously in the literature. Therefore, the purpose of this study was to evaluate the impact of a virtual EHR on learning [...] Read more.

Electronic health record (EHR) technology use in the educational setting to advance pharmacy practice skills with patient simulation has not been described previously in the literature. Therefore, the purpose of this study was to evaluate the impact of a virtual EHR on learning efficiency, perceptions of clinical skills, communication, and satisfaction. This was a prospective study conducted in a cardiovascular therapeutics course in the Doctor of Pharmacy curriculum. Students were randomized to use of a virtual EHR with patient simulation or to patient simulation alone (control). The efficiency of learning was assessed by the time to optimal recommendation for each scenario. Surveys (n = 12 questions) were administered electronically to evaluate perceptions of clinical skills, communication, and learning satisfaction. Data were analyzed with the Mann–Whitney U or Wilcoxon signed-rank test as appropriate. Use of the virtual EHR decreased the amount of time needed to provide the optimal treatment recommendations by 25% compared to control. The virtual EHR also significantly improved students’ perceptions of their clinical skills, communication, and satisfaction compared to control. The virtual EHR demonstrated value in learning efficiency while providing students with an engaging means of practicing essential pharmacist functions in a simulated setting. Full article

(This article belongs to the Special Issue Simulation in Pharmacy Education and Beyond)

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15 pages, 389 KiB

Open AccessArticle

Interprofessional Pharmacokinetics Simulation: Pharmacy and Nursing Students’ Perceptions

by Cheryl D. Cropp, Jennifer Beall, Ellen Buckner, Frankie Wallis and Amanda Barron

Pharmacy 2018, 6(3), 70; https://doi.org/10.3390/pharmacy6030070 - 20 Jul 2018

Cited by 11 | Viewed by 5385

Abstract

Interprofessional practice between pharmacists and nurses can involve pharmacokinetic dosing of medications in a hospital setting. This study describes student perceptions of an interprofessional collaboration pharmacokinetics simulation on the Interprofessional Education Collaborative (IPEC) 2016 Core Competencies. The investigators developed a simulation activity for [...] Read more.

Interprofessional practice between pharmacists and nurses can involve pharmacokinetic dosing of medications in a hospital setting. This study describes student perceptions of an interprofessional collaboration pharmacokinetics simulation on the Interprofessional Education Collaborative (IPEC) 2016 Core Competencies. The investigators developed a simulation activity for senior undergraduate nursing and second-year pharmacy students. Nursing and pharmacy students (n = 54, 91 respectively) participated in the simulation using medium-fidelity manikins. Each case represented a pharmacokinetic dosing consult (vancomycin, tobramycin, phenytoin, theophylline, or lidocaine). Nursing students completed head-to-toe assessment and pharmacy students gathered necessary information and calculated empiric and adjusted doses. Students communicated using SBAR (Situation, Background, Assessment, and Recommendation). Students participated in debrief sessions and completed an IRB-approved online survey. Themes from survey responses revealed meaningful perceptions in all IPEC competencies as well as themes of safety, advocacy, appreciation, and areas for improvement. Students reported learning effectively from the simulation experience. Few studies relate to this type of interprofessional education experience and this study begins to explore student perceptions of interprofessional education (IPE) in a health sciences clinical context through simulation. This real-world application of nursing and pharmacy interprofessional collaboration can positively affect patient-centered outcomes and safety. Full article

(This article belongs to the Special Issue Simulation in Pharmacy Education and Beyond)

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9 pages, 832 KiB

Open AccessArticle

Use of Standardized Patient Simulations to Assess Impact of Motivational Interviewing Training on Social–Emotional Development

by Suzanne Galal, Deepti Vyas, John Mayberry, Edward L. Rogan, Shivani Patel and Sara Ruda

Pharmacy 2018, 6(3), 65; https://doi.org/10.3390/pharmacy6030065 - 11 Jul 2018

Cited by 11 | Viewed by 2686

Abstract

The objective of this study was to assess the impact of motivational interviewing (MI) training on students’ social–emotional development. Two simulations using standardized patients (SP) were conducted within a smoking cessation module. Students first completed a 4 h self-study module focused on smoking [...] Read more.

The objective of this study was to assess the impact of motivational interviewing (MI) training on students’ social–emotional development. Two simulations using standardized patients (SP) were conducted within a smoking cessation module. Students first completed a 4 h self-study module focused on smoking cessation tools and general counseling techniques. Faculty then administered a 15-item rubric focused on students’ self-assessment of their verbal/non-verbal communication, social–emotional competence and MI skills. Students then participated in a smoking cessation counseling session with an SP. SPs used the same rubric to assess student performance. Teaching assistants (TAs) observed and assessed the students using the same rubric and an additional 22 items related to clinical skills. TAs and SPs then provided feedback on areas of improvement. The following week, students first completed a 3 h self-study module on MI then participated in a different smoking cessation scenario. After completion, the 15-item self-assessment rubric was administered. There was a significant improvement in TA assessed student performance with an average score improvement of 8% (pre-intervention score = 67%; post-intervention mean = 75%). Students had dramatic gains in their self-assessment with their scores rising by an average of 22%. Using MI techniques can improve students’ self-assessed and perceived social–emotional competency. Full article

(This article belongs to the Special Issue Simulation in Pharmacy Education and Beyond)

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3 pages, 170 KiB

Open AccessCommunication

The Need to Introduce Simulation-Based Teaching in Pharmacy Education in Saudi Arabia

by Ejaz Cheema

Pharmacy 2018, 6(3), 60; https://doi.org/10.3390/pharmacy6030060 - 03 Jul 2018

Cited by 8 | Viewed by 3316

Abstract

Pharmacists worldwide, including Saudi Arabia, are now increasingly expected to play a more patient-centred role. The transition of pharmacists from a dispensing role to a more patient-centred clinical role requires the adoption of innovative learning techniques in pharmacy teaching and learning to transform [...] Read more.

Pharmacists worldwide, including Saudi Arabia, are now increasingly expected to play a more patient-centred role. The transition of pharmacists from a dispensing role to a more patient-centred clinical role requires the adoption of innovative learning techniques in pharmacy teaching and learning to transform the future pharmacy workforce. One such innovation in pharmacy education is simulation-based pharmacy teaching. The use of simulation in pharmacy education allows pharmacy students to not only improve their clinical knowledge and skills, but also serves as a tool to improve their critical thinking that is a pre-requisite in sound clinical decision-making. Given the importance of patient-oriented teaching in pharmacy education, the majority of institutions offering pharmacy education in the developed countries have successfully integrated simulation-based teaching in their respective curricula to meet both patient and practice needs. However, most of the universities offering undergraduate pharmacy programs in the developing world, including Saudi Arabia, have limited application of patient-focused teaching in their respective programs. This article aims to highlight the importance of introducing simulation-based teaching in pharmacy education in Saudi Arabia. Full article

(This article belongs to the Special Issue Simulation in Pharmacy Education and Beyond)

7 pages, 1199 KiB

Open AccessArticle

Clinical Pharmacy Education in Japan: Using Simulated Patients in Laboratory-Based Communication-Skills Training before Clinical Practice

by Rie Kubota, Kiyoshi Shibuya, Yoichi Tanaka, Manahito Aoki, Megumi Shiomi, Wataru Ando, Katsuya Otori and Takako Komiyama

Pharmacy 2018, 6(2), 49; https://doi.org/10.3390/pharmacy6020049 - 01 Jun 2018

Cited by 8 | Viewed by 4720

Abstract

The Japanese pharmaceutical curriculum was extended from four to six years in 2006. Students now receive practical communication-skills training in their fourth year, before progressing to train in hospital and community pharmacies in their fifth year. Kitasato University School of Pharmacy, Tokyo, had [...] Read more.

The Japanese pharmaceutical curriculum was extended from four to six years in 2006. Students now receive practical communication-skills training in their fourth year, before progressing to train in hospital and community pharmacies in their fifth year. Kitasato University School of Pharmacy, Tokyo, had established a program to meet these aims before the 2006 guidance. In the present study, we discuss and evaluate the features of this communication-skills training program. This study enrolled 242 fourth-year pharmacy students at Kitasato University. Students filled out a questionnaire survey after completing the laboratory element of their undergraduate education. As part of training, students were asked to obtain patient data from a model medical chart, before performing simulated patient interviews covering hospital admission and patient counseling. These simulations were repeated in a small group, and feedback was provided to students by both the simulated patient and the faculty after each presentation. It was found that students were able to develop their communication skills through this approach. Thus, an effective system of gradual and continuous training has been developed, which allows students to acquire clinical and practical communication skills. Full article

(This article belongs to the Special Issue Simulation in Pharmacy Education and Beyond)

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13 pages, 300 KiB

Open AccessArticle

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

by Lauren Tait, Kenneth Lee, Rohan Rasiah, Joyce M. Cooper, Tristan Ling, Benjamin Geelan and Ivan Bindoff

Pharmacy 2018, 6(2), 41; https://doi.org/10.3390/pharmacy6020041 - 03 May 2018

Cited by 12 | Viewed by 4246

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 [...] Read more.

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. Full article

(This article belongs to the Special Issue Simulation in Pharmacy Education and Beyond)

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11 pages, 4405 KiB

Open AccessArticle

Simulation as a Central Feature of an Elective Course: Does Simulated Bedside Care Impact Learning?

by Michael C. Thomas and Peter J. Hughes

Pharmacy 2018, 6(2), 40; https://doi.org/10.3390/pharmacy6020040 - 03 May 2018

Cited by 2 | Viewed by 2981

Abstract

A three-credit, simulation-based, emergency medicine elective course was designed and offered to doctor of pharmacy students for two years. The primary objective was to determine if there was a difference in exam performance stratified by student simulation experience, namely either as an active [...] Read more.

A three-credit, simulation-based, emergency medicine elective course was designed and offered to doctor of pharmacy students for two years. The primary objective was to determine if there was a difference in exam performance stratified by student simulation experience, namely either as an active observer or as part of bedside clinical care. The secondary objective was to report student satisfaction. Examination performance for simulation-based questions was compared based on the student role (evaluator versus clinical) using the Student’s t-test. Summary responses from Likert scale-based student satisfaction responses were collected. A total of 24 students took the course: 12 in each offering. Performance was similar whether the student was assigned to the evaluation team or the clinical team for all of the comparisons (mid-term and final 2015 and 2016, all p-values > 0.05). Students were very satisfied with the course. Of the 19 questions assessing the qualitative aspects of the course, all of the students agreed or strongly agreed to 17 statements, and all of the students were neutral, agreed, or strongly agreed to the remaining two statements. Direct participation and active observation in simulation-based experiences appear to be equally valuable in the learning process, as evidenced by examination performance. Full article

(This article belongs to the Special Issue Simulation in Pharmacy Education and Beyond)

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