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European pharmacy students' experience with virtual patient technology.

Afonso Miguel Cavaco1, Filipe Madeira

  • 1Faculty of Pharmacy, University of Lisbon, Portugal. acavaco@ff.ul.pt

American Journal of Pharmaceutical Education
|August 25, 2012
PubMed
Summary

Virtual patients offer valuable simulated clinical experiences in European pharmacy education. However, their current use is limited, indicating a need for wider adoption to enhance computer-assisted learning.

Keywords:
Europepharmacy educationsimulationsurveyvirtual patient

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Area of Science:

  • Pharmacy Education
  • Digital Health Technologies
  • Clinical Simulation

Background:

  • Virtual patients are increasingly utilized in healthcare education to bridge the gap between theoretical knowledge and practical application.
  • Simulating real-life clinical scenarios enhances student learning and preparedness for professional practice.

Purpose of the Study:

  • To investigate the current utilization and perception of virtual patient technology in undergraduate pharmacy education across Europe.
  • To identify barriers and opportunities for integrating virtual patients into European pharmacy curricula.

Main Methods:

  • An exploratory cross-sectional survey was administered to 194 participants at the 2011 European Pharmaceutical Students Association (EPSA) Congress.
  • Data were collected from students representing 46 universities in 23 European countries.

Main Results:

  • Only 12 students (from 6 universities/6 countries) reported prior experience with virtual patient technology.
  • Students with experience found virtual patients more beneficial for teaching and learning than for assessment.
  • Students without experience expressed positive views on the potential benefits of virtual patient technology in pharmacy education.
  • French and Dutch students showed significantly lower interest in virtual patient technology compared to other European students.

Conclusions:

  • The adoption of virtual patient technology in European pharmacy education is currently limited.
  • There is a clear need for initiatives to promote the use of virtual patient technology and leverage computer-assisted learning in pharmacy programs.
  • Further research is warranted to understand regional differences in technology adoption and to develop strategies for effective implementation.