Use of simulation-based teaching methodologies in US colleges and schools of pharmacy
D Vyas, BS Bray, MN Wilson - American journal of pharmaceutical …, 2013 - ajpe.org
D Vyas, BS Bray, MN Wilson
American journal of pharmaceutical education, 2013•ajpe.orgObjectives. To characterize the use of high-fidelity mannequins and standardized patients in
US pharmacy colleges and schools. Methods. A survey instrument was sent to 105 doctor of
pharmacy (PharmD) programs to collect data on the use of simulation and to identify barriers
to using simulation-based teaching methods. Results. Eighty-eight colleges and schools
completed the survey instrument (response rate 84%). Of these, 14 did not use high-fidelity
mannequins or standardized patients within the curriculum. Top barriers were logistical …
US pharmacy colleges and schools. Methods. A survey instrument was sent to 105 doctor of
pharmacy (PharmD) programs to collect data on the use of simulation and to identify barriers
to using simulation-based teaching methods. Results. Eighty-eight colleges and schools
completed the survey instrument (response rate 84%). Of these, 14 did not use high-fidelity
mannequins or standardized patients within the curriculum. Top barriers were logistical …
Objectives. To characterize the use of high-fidelity mannequins and standardized patients in US pharmacy colleges and schools.
Methods. A survey instrument was sent to 105 doctor of pharmacy (PharmD) programs to collect data on the use of simulation and to identify barriers to using simulation-based teaching methods.
Results. Eighty-eight colleges and schools completed the survey instrument (response rate 84%). Of these, 14 did not use high-fidelity mannequins or standardized patients within the curriculum. Top barriers were logistical constraints and high resource cost. Twenty-three colleges and schools used simulation for introductory pharmacy practice experiences (IPPEs), 34 for interprofessional education, and 68 for evaluation of at least 1 core competency prior to advanced pharmacy practice experiences (APPEs).
Conclusions. Although the majority of US colleges and schools of pharmacy use simulation-based teaching methodologies to some extent in the pharmacy curricula, the role of simulation in IPPEs, interprofessional education, and assessment of competency-based skills could be expanded.
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