Online virtual-patient cases versus traditional problem-based learning in advanced pharmacy practice experiences

Area of Science:

• Pharmacy Education
• Medical Simulation
• Pedagogical Research

Background:

• Traditional didactic methods are being supplemented by innovative educational strategies in pharmacy.
• Problem-based learning (PBL) and virtual patient simulations offer interactive learning experiences.
• Evaluating the comparative efficacy of these methods is crucial for optimizing pharmacy curricula.

Purpose of the Study:

• To compare the effectiveness of faculty-led problem-based learning (PBL) against online simulated-patient cases for fourth-year pharmacy students.
• To assess knowledge acquisition and retention in pharmacy students utilizing different simulated learning environments.

Main Methods:

• Fourth-year pharmacy students were randomized into two groups: online branched-case simulation or small-group PBL.
• Pre- and post-intervention assessments were administered to measure knowledge gains.
• A survey was used to gather student feedback on their learning experience.

Main Results:

• Both the virtual-patient and PBL groups showed significant improvement in test scores from pre- to post-assessment.
• The PBL group achieved higher post-assessment scores (74.8±11.7) compared to the virtual-patient group (66.5±13.6) (p=0.001).
• No significant difference was observed in pre-assessment scores between the groups.

Conclusions:

• Faculty-led problem-based learning demonstrated superior efficacy in improving post-assessment scores compared to virtual patient simulations.
• Both PBL and virtual patient methods proved effective for student learning.
• A blended approach incorporating diverse simulated patient case methods may cater to a wider range of student learning preferences and styles.