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Social Foundations of Self I: Play and Game01:24

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The development of self in children is deeply rooted in social interactions, mainly through stages of play and structured games. These stages, outlined by sociologist George Herbert Mead, illustrate how children progressively learn to understand and adopt social roles, forming a cohesive sense of self.The Play Stage: Imitation and Simple Role-TakingIn the early years of childhood, the play stage is characterized by imitative behavior, where children engage in role-playing based on familiar...
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Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum
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Interactive Narrative Simulation as a Method for Preceptor Development.

Charlene R Williams1, Robert Hubal2, Michael D Wolcott2

  • 1The Eshelman School of Pharmacy, The University of North Carolina Chapel Hill, Asheville, NC 28804, USA.

Pharmacy (Basel, Switzerland)
|January 25, 2022
PubMed
Summary
This summary is machine-generated.

Pharmacist preceptors found an interactive simulation tool effective for developing skills in managing challenging learning situations. The tool improved self-efficacy and reflection frequency, though knowledge assessment showed no significant change.

Keywords:
preceptor developmentsimulationsituational judgment tests

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Area of Science:

  • Pharmacy education
  • Preceptor development
  • Digital learning tools

Background:

  • Challenging learning situations in pharmacy education include professionalism, cross-cultural interactions, and student well-being.
  • Preceptor development is crucial for effective pharmacy training.
  • Interactive web-based tools offer a novel approach to preceptor training.

Purpose of the Study:

  • To assess an interactive web-based simulation tool for preceptor development.
  • To evaluate the tool's impact on preceptor satisfaction, self-efficacy, engagement, and knowledge.
  • To explore the tool's effectiveness in simulating challenging non-academic learning scenarios.

Main Methods:

  • Development of three online simulation scripts using branching dialog for professionalism, cross-cultural interactions, and student well-being.
  • Participants (n=32 pharmacist preceptors) engaged with the simulation, making choices that influenced conversational outcomes.
  • Assessment of satisfaction, self-efficacy, engagement, and knowledge change via pre-activity, immediate post-activity, and one-month follow-up questionnaires and situational judgment tests (SJTs).

Main Results:

  • A significant increase in participants reflecting on challenging learning situations one month post-simulation.
  • High participant satisfaction, with the tool deemed time-efficient, relevant, and navigable.
  • Significant increases in self-efficacy for managing challenging situations immediately and one month post-simulation.

Conclusions:

  • Interactive narrative simulations are a relevant and time-efficient method for preceptor development in handling difficult learning situations.
  • The simulation tool appears to promote behavioral changes, evidenced by increased reflection on challenging scenarios.
  • While self-efficacy and self-reported knowledge improved, further research is needed to validate knowledge gains through objective assessments.