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Pharmacy student knowledge retention after completing either a simulated or written patient case
Shaunta' M Ray1, Douglas R Wylie, A Shaun Rowe
1University of Tennessee Health Science Center College of Pharmacy, Knoxville, USA. smray@uthsc.edu
American Journal of Pharmaceutical Education
|July 5, 2012
Summary
Pharmacy students showed similar knowledge retention and comfort levels whether using a written case or a patient simulation. Both teaching methods improved student knowledge post-intervention.
Area of Science:
- Medical Education
- Pharmacy Education
- Patient Simulation
Background:
- Traditional teaching methods in pharmacy education include written case studies.
- Patient case simulations offer an interactive alternative for skill development.
- Evaluating the effectiveness of different pedagogical approaches is crucial for curriculum development.
Purpose of the Study:
- To compare pharmacy students' knowledge retention and comfort levels between written patient cases and high-fidelity patient simulations.
- To assess the impact of simulation versus written cases on learning outcomes in pharmacy students.
Main Methods:
- Pharmacy students were randomly assigned to either a written patient case or a simulated patient case involving a simulated overdose.
- Knowledge retention and comfort levels were assessed using multiple-choice tests and surveys immediately after and 25 days post-intervention.
Main Results:
- No significant difference in knowledge retention or comfort levels was found between the simulation group and the written case group.
- All students demonstrated improved knowledge after the intervention, irrespective of the teaching method used.
Conclusions:
- Patient simulation did not yield superior knowledge retention or comfort compared to written cases in this pharmacy student cohort.
- While simulation's direct impact on knowledge retention needs further study, student engagement in simulated environments is promising for practical skill application.
- Further research is warranted to establish simulation's role and efficacy within the Doctor of Pharmacy (PharmD) curriculum.
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