Skip to main content

Main menu

  • Articles
    • Current
    • Early Release
    • Archive
    • Rufus A. Lyman Award
    • Theme Issues
    • Special Collections
  • Authors
    • Author Instructions
    • Submission Process
    • Submit a Manuscript
    • Call for Papers - Intersectionality of Pharmacists’ Professional and Personal Identity
  • Reviewers
    • Reviewer Instructions
    • Call for Mentees
    • Reviewer Recognition
    • Frequently Asked Questions (FAQ)
  • About
    • About AJPE
    • Editorial Team
    • Editorial Board
    • History
  • More
    • Meet the Editors
    • Webinars
    • Contact AJPE
  • Other Publications

User menu

Search

  • Advanced search
American Journal of Pharmaceutical Education
  • Other Publications
American Journal of Pharmaceutical Education

Advanced Search

  • Articles
    • Current
    • Early Release
    • Archive
    • Rufus A. Lyman Award
    • Theme Issues
    • Special Collections
  • Authors
    • Author Instructions
    • Submission Process
    • Submit a Manuscript
    • Call for Papers - Intersectionality of Pharmacists’ Professional and Personal Identity
  • Reviewers
    • Reviewer Instructions
    • Call for Mentees
    • Reviewer Recognition
    • Frequently Asked Questions (FAQ)
  • About
    • About AJPE
    • Editorial Team
    • Editorial Board
    • History
  • More
    • Meet the Editors
    • Webinars
    • Contact AJPE
  • Follow AJPE on Twitter
  • LinkedIn
Research ArticleRESEARCH

Comparison of Knowledge Retention between Case Studies Utilizing a Simulated EHR with Various Degrees of Simulated Experiences

Riley Bowers, Scott Perkins, Katie Trotta, Beth Mills and Emily Ghassemi
American Journal of Pharmaceutical Education December 2021, 8857; DOI: https://doi.org/10.5688/ajpe8857
Riley Bowers
Campbell University, College of Pharmacy & Health Sciences, Buies Creek, North Carolina
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
Scott Perkins
Campbell University, College of Pharmacy & Health Sciences, Buies Creek, North Carolina
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
Katie Trotta
Campbell University, College of Pharmacy & Health Sciences, Buies Creek, North Carolina
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
Beth Mills
Campbell University, College of Pharmacy & Health Sciences, Buies Creek, North Carolina
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
Emily Ghassemi
Campbell University, College of Pharmacy & Health Sciences, Buies Creek, North Carolina
  • Find this author on Google Scholar
  • Find this author on PubMed
  • Search for this author on this site
  • Article
  • Info & Metrics
  • PDF
Loading

Abstract

Objective. Interprofessional team-based care has become the standard for practicing clinical pharmacists. However, it is difficult to simulate every aspect of this environment in the didactic curriculum. The purpose of this study was to determine if the addition of standardized patients (SP) or interprofessional student teams with SPs, to the use of a simulated electronic health record (EHR) improved student knowledge retention and perceptions.

Methods. This was a prospective cohort study assessing three cohorts of first-year student pharmacists in pharmacy skills laboratory activities that occurred in 2018, 2019, and 2021. The primary objective of the study was to compare knowledge retention at 1-month related to the case material between groups. Each year an element of simulated experience was added onto the previous year’s case. In 2018, students completed the case using the EHR web application only. In 2019, an objective structured clinical examination (OSCE) with SPs was combined with the previous year’s experience. In 2021, student physician assistants were added to the 2019 experience. Case scores and student perceptions were also compared between groups.

Results. Of the 260 potential participants, 238 students were included in the primary analysis. Significant improvement was demonstrated in one-month knowledge retention assessments with the addition of interprofessional team-based care and SPs. Mean knowledge retention assessment scores were 63.8%, 71.7%, and 76.1% respectively. There was also significant improvement in student perceptions.

Conclusion. The addition of SPs and interprofessional team-based care to a pharmacy skills laboratory that utilizes a simulated EHR significantly improved student knowledge retention and perceptions.

Keywords
  • simulation
  • objective structured clinical examination
  • interprofessional education
  • electronic health record
  • knowledge retention
  • Received August 18, 2021.
  • Accepted November 30, 2021.
  • © 2021 American Association of Colleges of Pharmacy
PreviousNext
Back to top

In this issue

American Journal of Pharmaceutical Education
Vol. 86, Issue 4
1 Apr 2022
  • Table of Contents
  • Index by author
Download PDF
Email Article

Thank you for your interest in spreading the word on American Journal of Pharmaceutical Education.

NOTE: We only request your email address so that the person you are recommending the page to knows that you wanted them to see it, and that it is not junk mail. We do not capture any email address.

Enter multiple addresses on separate lines or separate them with commas.
Comparison of Knowledge Retention between Case Studies Utilizing a Simulated EHR with Various Degrees of Simulated Experiences
(Your Name) has sent you a message from American Journal of Pharmaceutical Education
(Your Name) thought you would like to see the American Journal of Pharmaceutical Education web site.
CAPTCHA
This question is for testing whether or not you are a human visitor and to prevent automated spam submissions.
1 + 0 =
Solve this simple math problem and enter the result. E.g. for 1+3, enter 4.
Citation Tools
Comparison of Knowledge Retention between Case Studies Utilizing a Simulated EHR with Various Degrees of Simulated Experiences
Riley Bowers, Scott Perkins, Katie Trotta, Beth Mills, Emily Ghassemi
American Journal of Pharmaceutical Education Dec 2021, 8857; DOI: 10.5688/ajpe8857

Citation Manager Formats

  • BibTeX
  • Bookends
  • EasyBib
  • EndNote (tagged)
  • EndNote 8 (xml)
  • Medlars
  • Mendeley
  • Papers
  • RefWorks Tagged
  • Ref Manager
  • RIS
  • Zotero
Share
Comparison of Knowledge Retention between Case Studies Utilizing a Simulated EHR with Various Degrees of Simulated Experiences
Riley Bowers, Scott Perkins, Katie Trotta, Beth Mills, Emily Ghassemi
American Journal of Pharmaceutical Education Dec 2021, 8857; DOI: 10.5688/ajpe8857
del.icio.us logo Digg logo Reddit logo Twitter logo Facebook logo Google logo Mendeley logo
  • Tweet Widget
  • Facebook Like
  • Google Plus One

Jump to section

  • Article
  • Info & Metrics
  • PDF

Similar AJPE Articles

Cited By...

  • No citing articles found.
  • Google Scholar

More in this TOC Section

  • Multi-institutional Analysis of Student and Program Variables as Predictors of Performance on the NAPLEX
  • Exploring Factors That Influence Student Engagement in Community-Engaged Learning Activities Within a Pharmacy Context
  • Self-Assessment of Therapeutic Decision-Making Skills in Pharmacy Students
Show more RESEARCH

Related Articles

  • No related articles found.
  • PubMed
  • Google Scholar

Keywords

  • simulation
  • objective structured clinical examination
  • interprofessional education
  • electronic health record
  • knowledge retention

Home

  • AACP
  • AJPE

Articles

  • Current Issue
  • Early Release
  • Archive

Instructions

  • Author Instructions
  • Submission Process
  • Submit a Manuscript
  • Reviewer Instructions

About

  • AJPE
  • Editorial Team
  • Editorial Board
  • History
  • Contact

© 2022 American Journal of Pharmaceutical Education

Powered by HighWire