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Connecting a simulated virtual patient program with experiential practicums: Perspectives from year three students.

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¹Department of Educational & Counselling Psychology, and Special Education, Faculty of Education, University of British Columbia, 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada.

Currents in Pharmacy Teaching & Learning

|March 15, 2021

Summary

Virtual patients (VPs) enhance pharmacy students' clinical reasoning, but connecting these simulated cases to real-world practice requires further research for optimal learning. More VP practice and diverse cases are recommended.

Keywords:

Clinical reasoning skills Education Pharmacy Simulation Virtual patients

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Area of Science:

Pharmacy education
Medical simulation
Clinical reasoning development

Background:

Virtual patients (VPs) are valued by pharmacy students for knowledge and confidence.
A gap exists in understanding how to link VP cases to real-life clinical scenarios for enhanced learning.

Purpose of the Study:

To examine the influence of VP cases on students' clinical reasoning, confidence, thought processes, and preparedness.
To explore how students bridge the gap between VP cases and real-world clinical experiences.

Main Methods:

Survey of third-year doctor of pharmacy students who completed VP cases in their second year.
Mixed-methods analysis of student perceptions on connecting VP cases to experiential practicums.

Main Results:

Students reported VPs significantly improved clinical reasoning by enabling data exploration.
A key limitation identified was the difference between VP cases and actual student experiences.
Students suggested more VP practice and a wider variety of medical conditions in cases.

Conclusions:

Virtual patient cases positively impact pharmacy students' clinical reasoning skills.
Further research is essential to optimize the integration of virtual patients with experiential learning.
Enhancing VP case relevance and increasing practice opportunities can improve their effectiveness.