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Area of Science:

  • Pharmacy Education
  • Medical Simulation

Background:

  • Case-based learning (CBL) enhances student performance in pharmacy curricula.
  • Limited research exists on virtual patient (VP) and CBL impact on therapeutic drug monitoring (TDM) and dosing knowledge retention.

Purpose of the Study:

  • To evaluate the impact of a VP- and CBL-based TDM course on student knowledge and retention.
  • To compare outcomes between a traditional and an integrated, application-based curriculum.

Main Methods:

  • A P3 TDM course was redesigned using VPs in a simulated EHR, shifting focus to patient cases.
  • Student knowledge and retention of antibiotic dosing and monitoring were assessed.
  • Outcomes were compared between students in the traditional (4 credit hours) and case-based (2 credit hours) courses.

Main Results:

  • No significant difference in initial knowledge assessment between traditional and case-based courses (87.0% vs 85.5%).
  • Knowledge retention improved in the case-based learning group (78.1% vs 82.5%).

Conclusions:

  • Case-based instruction with virtual patients successfully prepares pharmacy students in antibiotic dosing and monitoring.
  • Reduced instructional time did not impede students' ability to perform calculations or retain knowledge.
  • This model supports effective learning outcomes in integrated, application-based pharmacy curricula.