PDF(Pubmed)
Abstract：
UNASSIGNED: Simulation use is rapidly expanding, with technologies like virtual patients (VPs) and computer-based simulation (CBS) allowing for educators to equip pharmacy students with the necessary skills that are aligned with the demands and expectations of a practicing pharmacy professional. These technologies enable pharmacy students to be exposed to challenging or infrequent patient case scenarios in an authentic pharmacy setting. This allows for the reinforcing of care processes and for techniques and crucial skills to be applied.
UNASSIGNED: To consolidate the existing evidence regarding the utilization of VPs and CBS in preparing and supporting students in pharmacy experiential education and evaluate the effectiveness of these approaches in enhancing student pharmacists\' learning outcomes, including knowledge, skills, confidence, enjoyment, and engagement.
UNASSIGNED: Five electronic databases were searched using combined keyword and indexing terms (when available) with Boolean operators for the literature search. Studies that reported or investigated the use of VPs and CBS in pharmacy experiential education were included. Data on study design, demographics of participants, information on the interventions, course/skills, primary and secondary outcomes, and qualitative findings were extracted.
UNASSIGNED: A total of 911 unique articles were initially identified and filtered down to 19 articles fitting within the inclusion criteria. The selected 19 articles involved student pharmacists (Y1-Y5) and pre-registered pharmacists from ten countries. Simulation tools were used in various pharmacy courses, including Advanced Pharmacy Practice Experience (APPE), Advanced Pharmaceutical Care II, and Medication Management. Implementing these tools in pharmacy experiential education demonstrated a statistically significant improvement in student knowledge (p < 0.05). Most students agreed/strongly agreed that practicing with virtual patient cases enhanced their clinical reasoning, counseling skills, confidence in communication, and attitudes toward the courses.
UNASSIGNED: This systematic review supports the use of VPs and CBS in pharmacy experiential education and provides practical recommendations for educators including selecting suitable tools, implementing them strategically within courses, integrating them with existing activities, and considering financial and IT support.
UNASSIGNED: To consolidate the existing evidence regarding the utilization of VPs and CBS in preparing and supporting students in pharmacy experiential education and evaluate the effectiveness of these approaches in enhancing student pharmacists\' learning outcomes, including knowledge, skills, confidence, enjoyment, and engagement.
UNASSIGNED: Five electronic databases were searched using combined keyword and indexing terms (when available) with Boolean operators for the literature search. Studies that reported or investigated the use of VPs and CBS in pharmacy experiential education were included. Data on study design, demographics of participants, information on the interventions, course/skills, primary and secondary outcomes, and qualitative findings were extracted.
UNASSIGNED: A total of 911 unique articles were initially identified and filtered down to 19 articles fitting within the inclusion criteria. The selected 19 articles involved student pharmacists (Y1-Y5) and pre-registered pharmacists from ten countries. Simulation tools were used in various pharmacy courses, including Advanced Pharmacy Practice Experience (APPE), Advanced Pharmaceutical Care II, and Medication Management. Implementing these tools in pharmacy experiential education demonstrated a statistically significant improvement in student knowledge (p < 0.05). Most students agreed/strongly agreed that practicing with virtual patient cases enhanced their clinical reasoning, counseling skills, confidence in communication, and attitudes toward the courses.
UNASSIGNED: This systematic review supports the use of VPs and CBS in pharmacy experiential education and provides practical recommendations for educators including selecting suitable tools, implementing them strategically within courses, integrating them with existing activities, and considering financial and IT support.
摘要：
■模拟用途正在迅速扩大，虚拟患者（VPs）和基于计算机的模拟（CBS）等技术使教育工作者能够为药学学生提供与实践药学专业人员的需求和期望相一致的必要技能。这些技术使药房学生能够在真实的药房环境中接触到具有挑战性或罕见的患者病例场景。这允许加强护理过程以及应用技术和关键技能。
■为了巩固现有的证据，利用VPs和CBS为学生准备和支持药学体验式教育，并评估这些方法在提高学生药剂师学习成果方面的有效性，包括知识,技能,信心,享受,和订婚。
■使用组合的关键词和索引项(如果可用)和布尔运算符进行文献检索来检索五个电子数据库。包括报告或调查在药房体验式教育中使用VPs和CBS的研究。研究设计数据，参与者的人口统计，关于干预措施的信息，课程/技能，主要和次要结果，并提取了定性的发现。
■最初确定了总共911篇独特文章，并过滤到符合纳入标准的19篇文章。选定的19篇文章涉及来自10个国家的学生药剂师（Y1-Y5）和预先注册的药剂师。模拟工具被用于各种药学课程，包括高级药学实践经验（APPE），高级药学监护II,和药物管理。在药学体验式教育中实施这些工具显示出学生知识的统计学显着提高（p<0.05）。大多数学生同意/强烈同意与虚拟病人案例练习增强他们的临床推理，辅导技巧,对沟通的信心,以及对课程的态度。
■本系统综述支持在药房体验式教育中使用VPs和CBS，并为教育工作者提供实用建议，包括选择合适的工具，在课程中战略性地实施它们，将它们与现有活动相结合，并考虑财务和IT支持。
■为了巩固现有的证据，利用VPs和CBS为学生准备和支持药学体验式教育，并评估这些方法在提高学生药剂师学习成果方面的有效性，包括知识,技能,信心,享受,和订婚。
■使用组合的关键词和索引项(如果可用)和布尔运算符进行文献检索来检索五个电子数据库。包括报告或调查在药房体验式教育中使用VPs和CBS的研究。研究设计数据，参与者的人口统计，关于干预措施的信息，课程/技能，主要和次要结果，并提取了定性的发现。
■最初确定了总共911篇独特文章，并过滤到符合纳入标准的19篇文章。选定的19篇文章涉及来自10个国家的学生药剂师（Y1-Y5）和预先注册的药剂师。模拟工具被用于各种药学课程，包括高级药学实践经验（APPE），高级药学监护II,和药物管理。在药学体验式教育中实施这些工具显示出学生知识的统计学显着提高（p<0.05）。大多数学生同意/强烈同意与虚拟病人案例练习增强他们的临床推理，辅导技巧,对沟通的信心,以及对课程的态度。
■本系统综述支持在药房体验式教育中使用VPs和CBS，并为教育工作者提供实用建议，包括选择合适的工具，在课程中战略性地实施它们，将它们与现有活动相结合，并考虑财务和IT支持。
