Simulation-based instruction for pharmacy practice skill development

A review of the literature

Syed Shahzad Hasan, David Weng Kwai Chong, Pei Se Wong, Suresh Kumar, Syed Imran Ahmed, Piyush Mittal

Research output: Contribution to journalReview article

Abstract

Background: Simulation is attractive for its potential for applying a control over learning environment, content complexity, teacher time, costs and risk. Simulation-based instruction (SBI) is poised to expand in pharmacy practice and education. This systematic review synthesises published, SBI in first-degree pharmacy programmes, especially those pertaining to psychomotor or cognitive skill development.
Materials and Methods: MEDLINE, Cumulative Index to Nursing and Allied Health Literature, and some education journals were searched for relevant
articles published between January 2000 and December 2015.
Results: Of 108 articles identified, 12 were included, which were covering four
major simulation-based interventions. These simulation-based interventions were diverse, and they covered a range of competencies and outcome measures. Nine studies included medication, and five studies included physical examination/procedure-related competencies as outcome measures. The evidence from nine studies suggested that skills could be improved through interventions involving human patient simulation.
Conclusion: Despite improvements in students’ ability to perform, there is a lack of evidence on how this translates to real settings
and to patient satisfaction.
Original languageEnglish
Pages (from-to)43-50
Number of pages8
JournalArchives of Pharmacy Practice
Volume8
Issue number2
DOIs
Publication statusPublished - 17 Apr 2017
Externally publishedYes

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Patient Simulation
Outcome Assessment (Health Care)
Pharmacy Education
Aptitude
Patient Satisfaction
MEDLINE
Physical Examination
Nursing
Learning
Students
Education
Costs and Cost Analysis
Health

Cite this

Hasan, Syed Shahzad ; Chong, David Weng Kwai ; Wong, Pei Se ; Kumar, Suresh ; Ahmed, Syed Imran ; Mittal, Piyush. / Simulation-based instruction for pharmacy practice skill development : A review of the literature. In: Archives of Pharmacy Practice. 2017 ; Vol. 8, No. 2. pp. 43-50.
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Simulation-based instruction for pharmacy practice skill development : A review of the literature. / Hasan, Syed Shahzad; Chong, David Weng Kwai; Wong, Pei Se; Kumar, Suresh; Ahmed, Syed Imran; Mittal, Piyush.

In: Archives of Pharmacy Practice, Vol. 8, No. 2, 17.04.2017, p. 43-50.

Research output: Contribution to journalReview article

TY - JOUR

T1 - Simulation-based instruction for pharmacy practice skill development

T2 - A review of the literature

AU - Hasan, Syed Shahzad

AU - Chong, David Weng Kwai

AU - Wong, Pei Se

AU - Kumar, Suresh

AU - Ahmed, Syed Imran

AU - Mittal, Piyush

PY - 2017/4/17

Y1 - 2017/4/17

N2 - Background: Simulation is attractive for its potential for applying a control over learning environment, content complexity, teacher time, costs and risk. Simulation-based instruction (SBI) is poised to expand in pharmacy practice and education. This systematic review synthesises published, SBI in first-degree pharmacy programmes, especially those pertaining to psychomotor or cognitive skill development. Materials and Methods: MEDLINE, Cumulative Index to Nursing and Allied Health Literature, and some education journals were searched for relevantarticles published between January 2000 and December 2015. Results: Of 108 articles identified, 12 were included, which were covering fourmajor simulation-based interventions. These simulation-based interventions were diverse, and they covered a range of competencies and outcome measures. Nine studies included medication, and five studies included physical examination/procedure-related competencies as outcome measures. The evidence from nine studies suggested that skills could be improved through interventions involving human patient simulation. Conclusion: Despite improvements in students’ ability to perform, there is a lack of evidence on how this translates to real settingsand to patient satisfaction.

AB - Background: Simulation is attractive for its potential for applying a control over learning environment, content complexity, teacher time, costs and risk. Simulation-based instruction (SBI) is poised to expand in pharmacy practice and education. This systematic review synthesises published, SBI in first-degree pharmacy programmes, especially those pertaining to psychomotor or cognitive skill development. Materials and Methods: MEDLINE, Cumulative Index to Nursing and Allied Health Literature, and some education journals were searched for relevantarticles published between January 2000 and December 2015. Results: Of 108 articles identified, 12 were included, which were covering fourmajor simulation-based interventions. These simulation-based interventions were diverse, and they covered a range of competencies and outcome measures. Nine studies included medication, and five studies included physical examination/procedure-related competencies as outcome measures. The evidence from nine studies suggested that skills could be improved through interventions involving human patient simulation. Conclusion: Despite improvements in students’ ability to perform, there is a lack of evidence on how this translates to real settingsand to patient satisfaction.

KW - Cognitive

KW - Instruction

KW - Pharmacy

KW - Psychomotor

KW - Simulation

KW - Skills

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DO - 10.4103/app.app_68_16

M3 - Review article

VL - 8

SP - 43

EP - 50

JO - Archives of Pharmacy Practice

JF - Archives of Pharmacy Practice

SN - 2045-080X

IS - 2

ER -