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Area of Science:

  • Pharmacy Education
  • Medical Simulation
  • Interprofessional Education

Background:

  • Introductory Pharmacy Practice Experiences (IPPEs) are crucial for third-year pharmacy students.
  • Limited direct patient interaction opportunities can hinder meaningful IPPEs.

Purpose of the Study:

  • To evaluate the impact of a structured pharmacy education series and an interprofessional simulation on student knowledge and confidence.
  • To demonstrate effective methods for enhancing IPPEs in the absence of direct patient contact.

Main Methods:

  • A quasi-experimental design with pretest/posttest assessments was employed.
  • Two interventions were evaluated: a pharmacy-based education series and an interprofessional simulation.
  • Student knowledge was assessed via examinations, and confidence was measured using Likert scale surveys.

Main Results:

  • Both interventions led to improvements in student knowledge in internal medicine and infectious diseases.
  • The interprofessional simulation showed a significant improvement in knowledge.
  • Most students reported increased confidence in their abilities after participating in both interventions.

Conclusions:

  • Structured educational series and interprofessional simulations can effectively enhance pharmacy students' knowledge and confidence.
  • These alternative methods provide valuable learning experiences when direct patient interaction is limited.
  • The findings support the integration of simulation and structured education into IPPEs.