为虚拟体验教育做好准备:在研究生课程中对PharmD学生和教师教师观点的定性研究
Hiba Bawadi1, Rula Shami2, Ghadir Fakhri Al-Jayyousi3
1Department of Nutritional Sciences, College of Health Sciences, QU Health, Qatar University, Doha, Qatar.
Currents in pharmacy teaching & learning
|March 6, 2026
概括
虚拟实习 (VI) 在中断期间为药房体验培训提供了一个可行的替代方案. 虽然VI能够实现连续性和自我指导的学习,但在直接的患者护理和技能发展方面存在局限性,这表明选择性应用.
科学领域:
- 药房 教育 教育 药房 教育
- 经验式学习是体验式学习.
- 数字健康数字健康
背景情况:
- 临床培训中断需要像虚拟实习 (VI) 这样的替代体验式学习模式.
- 评估利益相关者的看法和准备对于将VI纳入药学博士 (PharmD) 课程至关重要.
- 这项研究调查了学生和教师对VI的看法,以及在研究生PharmD课程中的实施准备.
研究的目的:
- 探索药学博士 (PharmD) 学生和教师教师对虚拟实习的看法 (VI).
- 检查影响VI在研究生药学课程内实施VI准备程度的因素.
主要方法:
- 一项定性研究,涉及与学生 (n=10) 聚焦小组以及从一年的研究生 PharmD 计划中与教师教师 (n=5) 进行半结构化采访.
- 收集数据的专题分析,通过准备改变框架来解释.
- 包括所有符合条件的学生 (n=12) 和教师教师 (n=8).
主要成果:
- 参与者承认VI的必要性,确定了促进者和障碍者.
- 虚拟交付被认为可以支持培训连续性,临床推理和自主学习.
- 关键的推动因素包括学术脚手架和电子健康记录的使用,而局限性则涉及直接的患者互动和应用技能发展;VI适用性因能力而异.
结论:
- 虚拟实习 (VI) 是保持体验培训的可行策略,可以补充传统的实习,如果与能力和机构支持保持一致.
- 建议对特定能力选择性地应用VI,而不是普遍采用.
- 需要进一步的研究来评估虚拟组件的可持续整合及其对药房实践能力发展的影响.
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