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Implementing simulated learning modules to improve students' pharmacy practice skills and professionalism.
Jasmina Fejzic1, Michelle Barker2
1School of Pharmacy, University of Queensland . Brisbane ( Australia ). j.fejzic@uq.edu.au [at the time of the study: School of Pharmacy, Griffith University].
Pharmacy Practice
|October 8, 2015
Summary
Simulated learning modules (SLMs) significantly improved pharmacy students' practice skills and professionalism. This effective teaching strategy, incorporating communication competencies, shows promise for wider clinical education applications.
Area of Science:
- Pharmacy Education
- Healthcare Communication
- Professional Development
Background:
- Effective communication is crucial for healthcare professionals and students.
- Simulated-based education (SBE) is increasingly utilized to enhance communication and practice skills in health education.
Purpose of the Study:
- To develop and evaluate simulated learning modules (SLMs) based on effective communication competencies.
- To assess the impact of SLMs on pharmacy students' practice skills and professionalism.
Main Methods:
- SLMs integrating Excellence in Cultural Experiential Learning and Leadership (EXCELL) competencies were implemented.
- Ninety-five pharmacy students participated in lectures and workshops featuring practice-based scenarios and role-playing.
- Evaluations included pre- and post-workshop/placement surveys and teacher reflections assessing practice and professionalism.
Main Results:
- Students reported significant improvements in pharmacy practice skills, professionalism, and commitment to ethics.
- Qualitative feedback indicated enhanced communication skills and confidence.
- Teacher reflections confirmed the ecological validity of SLMs for improving professionalism and communication.
Conclusions:
- SLMs focused on practice and professionalism are an effective teaching strategy, validated by students and staff.
- The integration of social interaction maps (SIMs) within SLMs offers potential for broader clinical teaching applications.
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