Evaluation of an interactive simulated patient educational tool on course performance among current pharmacy students

In an accelerated doctor of pharmacy program, student examination performance on a key knowledge concept, the Cockcroft-Gault equation (CGE) for creatinine clearance estimation, was suboptimal. A scenario-based online tutorial using a virtual patient activity was developed to provide just-in-time access to an active-learning opportunity, consistent with Millennial learning styles. The purposes of this study were to assess the association between tutorial use and CGE examination performance and to explore learner characteristics that may affect this association, including student age group.

CGE calculation is a required component of Renal and Cardiovascular System I, the fourth of a five-quarter intensive integrated course sequence. The tutorial used pretest-based branching, learner personalization, and virtual-patient scenarios in a realistic environment. Statistical analyses estimated the association of voluntary tutorial usage with CGE-calculation performance using Spearman's Rho correlations and linear regression analysis. Covariates included age group and course grade, excluding CGE points.

Over a three-year study period (2015 to 2017), students (n = 436) accessed the tutorial a mean (median) of 5.64 (5.0) times. Tutorial access varied significantly, but not consistently, across age categories. In both bivariate and linear regression analyses, tutorial access was significantly associated with CGE grade only among students with non-CGE grades in the top 25% (i.e. top quartile).

The majority of learners took advantage of an interactive educational tool designed for active learner engagement. Frequency of tutorial access was associated with improvements in CGE calculation performance only among top-quartile students.