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Area of Science:

  • Pharmacy education and training
  • Digital health interventions
  • Pharmacist professional development

Background:

  • Preregistration pharmacist training requires practical skills in areas like injecting equipment provision (IEP) and opiate substitution therapy (OST).
  • Traditional training methods may not fully equip trainees with the necessary confidence and knowledge for these specialized services.
  • Virtual patient (VP) programs offer a simulated environment for skill development.

Purpose of the Study:

  • To assess the effectiveness of virtual patient (VP) programs in enhancing knowledge and confidence among preregistration pharmacist trainees.
  • To evaluate the impact of VP programs on skills related to injecting equipment provision (IEP) and opiate substitution therapy (OST) services.
  • To determine the long-term retention of knowledge and confidence gained from VP programs.

Main Methods:

  • Preregistration pharmacist trainees piloted virtual patient (VP) programs for IEP and OST services.
  • Knowledge and perceived confidence were assessed using pre/post-program evaluations.
  • Follow-up assessments were conducted at six months to evaluate knowledge and confidence retention.

Main Results:

  • A total of 106 trainees completed pre/post-assessments, with 46 (43.4%) completing six-month follow-ups.
  • Perceived confidence scores significantly increased across all domains immediately post-program and were sustained at six months.
  • Knowledge scores improved post-program compared to pre-program levels.
  • While knowledge scores at six months were lower than immediately post-program, they remained higher than pre-program levels.

Conclusions:

  • Virtual patient (VP) programs effectively enhance preregistration pharmacists' knowledge and confidence in IEP and OST services.
  • The positive impact on confidence is sustained at six months post-intervention.
  • A decline in clinical knowledge was observed over time, though confidence levels remained stable.