Yen H Dang1. 1. Assistant Professor of Pharmacy Practice, University of Maryland Eastern Shore, School of Pharmacy and Health Professions, One College Backbone Road, 210 Somerset Hall, Princess Anne, MD 21853, United States. Electronic address: ydang@umes.edu.
Abstract
BACKGROUND AND PURPOSE: The purpose of this study was to evaluate the effect of a simplistic simulation exercise in a nephrology module on pharmacy students' learning in a three-year concentrated curriculum. EDUCATIONAL ACTIVITY AND SETTING: Second year pharmacy students participated in a two-part simulation on electrolyte imbalances and dialysis in a nephrology pharmacotherapeutics module. Students completed a seven-item anonymous survey at the end of the simulation on a five-point Likert scale to examine the effect of the simulation and their attitudes to the exercise. Additionally, exam scores were assessed at the end of the module to measure learning. FINDINGS: A total of 65 students completed the activity. Seventy-eight percent of students agreed that the simulation was a valuable learning experience and 76.9% reported that the simulations gave them real-world knowledge. Exam scores in the group who performed the simulations were higher on the assessment compared to those without the experience (p < 0.01) DISCUSSION AND SUMMARY: Participation in the simulation had positive effects on students' attitudes, learning, and exam scores. This experience was a successful active-learning method for enhancing learning in pharmacy education.
BACKGROUND AND PURPOSE: The purpose of this study was to evaluate the effect of a simplistic simulation exercise in a nephrology module on pharmacy students' learning in a three-year concentrated curriculum. EDUCATIONAL ACTIVITY AND SETTING: Second year pharmacy students participated in a two-part simulation on electrolyte imbalances and dialysis in a nephrology pharmacotherapeutics module. Students completed a seven-item anonymous survey at the end of the simulation on a five-point Likert scale to examine the effect of the simulation and their attitudes to the exercise. Additionally, exam scores were assessed at the end of the module to measure learning. FINDINGS: A total of 65 students completed the activity. Seventy-eight percent of students agreed that the simulation was a valuable learning experience and 76.9% reported that the simulations gave them real-world knowledge. Exam scores in the group who performed the simulations were higher on the assessment compared to those without the experience (p < 0.01) DISCUSSION AND SUMMARY: Participation in the simulation had positive effects on students' attitudes, learning, and exam scores. This experience was a successful active-learning method for enhancing learning in pharmacy education.