Actual vs. Perceived Competency Development-How Can Virtual Patients Impact Pharmacist Pre-Registration Training?

Area of Science:

• Pharmacy education
• Medical simulation
• Active learning

Background:

• Pre-registration pharmacist trainees exhibit disparities in examination pass rates based on training sector (community vs. hospital).
• Virtual patients (VP) and non-interactive (NI) case studies are pedagogical tools for clinical scenario simulation.
• Evaluating the comparative effectiveness of VP and NI case studies is crucial for optimizing pharmacy training.

Purpose of the Study:

• To assess the impact of virtual patient (VP) and non-interactive (NI) case studies on knowledge, skill, and confidence development.
• To compare the effectiveness of VP versus NI case studies for pre-registration pharmacist trainees.
• To investigate the influence of training sector on learning outcomes.

Main Methods:

• A quasi-experimental design was employed, involving pre-registration pharmacist trainees.
• Participants completed three virtual patient (VP) or non-interactive (NI) case studies, each with pre- and post-knowledge quizzes.
• A questionnaire assessed case study features, usability, and individual development.

Main Results:

• Both VP and NI case studies significantly improved trainee knowledge, with an exception for NI in case study 3.
• No significant differences in knowledge improvement were found between VP and NI tools.
• Trainees using VP reported broader knowledge, enhanced skills, increased confidence, and better application of learning.

Conclusions:

• Virtual patients offer benefits beyond knowledge acquisition, including skill development and confidence enhancement for trainees.
• The training sector significantly impacts knowledge improvement, highlighting the need for tailored educational approaches.
• Further research on virtual patients for both pre-registration and qualified pharmacists is recommended.