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Simulation and Feedback in Health Education: A Mixed Methods Study Comparing Three Simulation Modalities.

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|May 13, 2018
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Summary

Pharmacy students found similar satisfaction across paper-, actor-, and computer-based patient encounter simulations. Feedback quality, emphasizing guidance and peer discussion, varied by simulation modality.

Keywords:
actorcomputerpaper-basedpharmacy educationscenariossimulationstandardized patientvirtualvirtual patient

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Area of Science:

  • Pharmacy Education
  • Medical Simulation
  • Healthcare Professional Training

Background:

  • Numerous methods exist for simulating patient encounters in pharmacy education.
  • Direct comparative studies of these simulation approaches are limited.
  • Understanding student experiences across different modalities is crucial for effective training.

Purpose of the Study:

  • To compare student experiences, satisfaction, and feedback preferences across three patient encounter simulation modalities: paper-based, actor-based, and computer-based.
  • To identify unique advantages and disadvantages of each simulation modality.
  • To inform best practices for feedback delivery in pharmacy simulation.

Main Methods:

  • A mixed-methods, randomized cross-over study design was employed.
  • Final-year Australian Master of Pharmacy students participated.
  • Students engaged with case-based scenarios in each of the three modalities, receiving corresponding feedback, followed by a questionnaire.

Main Results:

  • Overall student satisfaction levels were comparable across all three simulation modalities.
  • Each modality presented distinct positive and negative student experiences, including disengagement with paper-based scenarios.
  • Feedback format significantly influenced student perception, irrespective of the simulation modality.

Conclusions:

  • Effective feedback in pharmacy simulation should prioritize guidance and opportunities for peer discussion.
  • While satisfaction may be similar, the qualitative experiences and feedback effectiveness differ among paper-, actor-, and computer-based simulations.
  • Careful consideration and delivery of feedback are essential for optimizing learning outcomes from patient encounter simulations.