OBJECTIVE: To determine pharmacy students' knowledge retention from and comfort level with a patient-case simulation compared with a written patient case. DESIGN:Pharmacy students were randomly assigned to participate in either a written patient case or a simulated patient case in which a high-fidelity mannequin was used to portray a patient experiencing a narcotic and acetaminophen overdose. ASSESSMENT: Participants' responses on a multiple-choice test and a survey instrument administered before the case, immediately after the case, and 25 days later indicated that participation in the simulated patient case did not result in greater knowledge retention or comfort level than participation in the written patient case. Students' knowledge improved post-intervention regardless of which teaching method was used. CONCLUSIONS: Although further research is needed to determine whether the use of simulation in the PharmD curriculum is equivalent or superior to other teaching methods, students' enthusiasm for learning in a simulated environment where they can safely apply patient care skills make this technology worth exploring.
RCT Entities:
OBJECTIVE: To determine pharmacy students' knowledge retention from and comfort level with a patient-case simulation compared with a written patient case. DESIGN: Pharmacy students were randomly assigned to participate in either a written patient case or a simulated patient case in which a high-fidelity mannequin was used to portray a patient experiencing a narcotic and acetaminophenoverdose. ASSESSMENT: Participants' responses on a multiple-choice test and a survey instrument administered before the case, immediately after the case, and 25 days later indicated that participation in the simulated patient case did not result in greater knowledge retention or comfort level than participation in the written patient case. Students' knowledge improved post-intervention regardless of which teaching method was used. CONCLUSIONS: Although further research is needed to determine whether the use of simulation in the PharmD curriculum is equivalent or superior to other teaching methods, students' enthusiasm for learning in a simulated environment where they can safely apply patient care skills make this technology worth exploring.
Authors: Diane B Wayne; John Butter; Viva J Siddall; Monica J Fudala; Lee A Linquist; Joe Feinglass; Leonard D Wade; William C McGaghie Journal: Teach Learn Med Date: 2005 Impact factor: 2.414
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Authors: Amy L Seybert; Karen K Laughlin; Neal J Benedict; Christine M Barton; Rhonda S Rea Journal: Am J Pharm Educ Date: 2006-06-15 Impact factor: 2.047
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Authors: Leanne Coyne; Thayer A Merritt; Brittany L Parmentier; Rachel A Sharpton; Jody K Takemoto Journal: Am J Pharm Educ Date: 2019-04 Impact factor: 2.047
Authors: Mary Grace Cravens; Kim Benner; Jennifer Beall; Mary Worthington; Brenda Denson; Amber Q Youngblood; J Lynn Zinkan; Nancy M Tofil Journal: J Pediatr Pharmacol Ther Date: 2016 Nov-Dec