RT Journal Article
SR Electronic
T1 Pharmacy Student Knowledge Retention After Completing Either a Simulated or Written Patient Case
JF American Journal of Pharmaceutical Education
JO Am J Pharm Educ
FD American Association of Colleges of Pharmacy
SP 86
DO 10.5688/ajpe76586
VO 76
IS 5
A1 Shaunta’ M. Ray
A1 Douglas R. Wylie
A1 A. Shaun Rowe
A1 Eric Heidel
A1 Andrea S. Franks
YR 2012
UL http://www.ajpe.org/content/76/5/86.abstract
AB Objective. To determine pharmacy students’ knowledge retention from and comfort level with a patient-case simulation compared with a written patient case.Design. Pharmacy students were randomly assigned to participate in either a written patient case or a simulated patient case in which a high-fidelity mannequin was used to portray a patient experiencing a narcotic and acetaminophen overdose.Assessment. Participants’ responses on a multiple-choice test and a survey instrument administered before the case, immediately after the case, and 25 days later indicated that participation in the simulated patient case did not result in greater knowledge retention or comfort level than participation in the written patient case. Students’ knowledge improved post-intervention regardless of which teaching method was used.Conclusions. Although further research is needed to determine whether the use of simulation in the PharmD curriculum is equivalent or superior to other teaching methods, students’ enthusiasm for learning in a simulated environment where they can safely apply patient care skills make this technology worth exploring.