Abstract：
BACKGROUND: Pharmacists need more insight into patients\' perspectives on medicine to target their counseling and improve patient outcomes. Patient simulation exercises, where pharmacy students are asked to consume medicine-like products, have been shown to foster such understandings, although the specifics of how this occurs, in particularly, how students turn their first-person perspectives toward generalizations about real patients\' lives with medicines, are not well documented. The aim was to identify central aspects of the learning process by introducing reflection questions about real patients and follow students\' development during a study period.
METHODS: The study was conducted with students in their 4th semester in the second year of Pharmacy Education at the University of Copenhagen who were asked to respond to free text questions in a survey instrument about their daily experiences of taking a licorice product for one week as well as answering patient reflection questions. Qualitative deductive analysis was performed by coding students\' experiences according to concepts of \'experiential learning\'. Pattern identification within each concept was then inferred, as were their interrelationships.
RESULTS: Patient reflection questions enabled students to turn their first-person perspectives toward relevant generalizations about real patients\' lives with medicines, including involved psychological mechanisms and how real patient groups differ in their ability to take medicine regularly. Students who during the week faced challenges with following the required dosing scheme came to more nuanced realizations that medicine adherence requires special efforts and restricts one\'s daily life; hence, negative emotions were involved in the learning process.
CONCLUSIONS: The design of the simple patient simulation exercise gave rise to new types of insights into real patients\' lives with medicines. Negative emotions due to interference between the requirements of the exercise and students\' normal social lives, as well as commitment to the exercise, were important aspects of this process.
METHODS: The study was conducted with students in their 4th semester in the second year of Pharmacy Education at the University of Copenhagen who were asked to respond to free text questions in a survey instrument about their daily experiences of taking a licorice product for one week as well as answering patient reflection questions. Qualitative deductive analysis was performed by coding students\' experiences according to concepts of \'experiential learning\'. Pattern identification within each concept was then inferred, as were their interrelationships.
RESULTS: Patient reflection questions enabled students to turn their first-person perspectives toward relevant generalizations about real patients\' lives with medicines, including involved psychological mechanisms and how real patient groups differ in their ability to take medicine regularly. Students who during the week faced challenges with following the required dosing scheme came to more nuanced realizations that medicine adherence requires special efforts and restricts one\'s daily life; hence, negative emotions were involved in the learning process.
CONCLUSIONS: The design of the simple patient simulation exercise gave rise to new types of insights into real patients\' lives with medicines. Negative emotions due to interference between the requirements of the exercise and students\' normal social lives, as well as commitment to the exercise, were important aspects of this process.
摘要：
背景：药剂师需要更深入地了解患者对医学的看法，以针对他们的咨询和改善患者的预后。病人模拟练习,在那里，药学学生被要求消费类似药物的产品，已经被证明可以促进这种理解，尽管这是如何发生的细节，尤其是,学生们如何将他们的第一人称视角转向对真正患者的药物生活的概括，没有很好的记录。目的是通过引入有关真实患者的反思问题来确定学习过程的中心方面，并在研究期间跟踪学生的发展。
方法：这项研究是在第4个学期的学生中进行的，他们在一个调查工具中被要求回答关于他们每天服用甘草产品一周的经历的自由文本问题，并回答患者的反思问题。定性演绎分析是通过根据“体验式学习”的概念对学生的经验进行编码来进行的。然后推断每个概念内的模式识别，他们的相互关系也是如此。
结果：患者反思问题使学生能够将第一人称观点转向有关真实患者的药物生活的相关概括，包括涉及的心理机制以及实际患者群体在定期服药能力上的差异。学生在一周内面临挑战，遵循所需的剂量方案来更细致入微地认识到，药物依从性需要特别的努力，并限制了一个人的日常生活;因此，负面情绪参与了学习过程。
结论：简单的患者模拟练习的设计引起了对患者使用药物的真实生活的新型见解。由于消极情绪干扰了学生的锻炼要求和正常的社交生活,以及对这项工作的承诺，是这个过程的重要方面。
方法：这项研究是在第4个学期的学生中进行的，他们在一个调查工具中被要求回答关于他们每天服用甘草产品一周的经历的自由文本问题，并回答患者的反思问题。定性演绎分析是通过根据“体验式学习”的概念对学生的经验进行编码来进行的。然后推断每个概念内的模式识别，他们的相互关系也是如此。
结果：患者反思问题使学生能够将第一人称观点转向有关真实患者的药物生活的相关概括，包括涉及的心理机制以及实际患者群体在定期服药能力上的差异。学生在一周内面临挑战，遵循所需的剂量方案来更细致入微地认识到，药物依从性需要特别的努力，并限制了一个人的日常生活;因此，负面情绪参与了学习过程。
结论：简单的患者模拟练习的设计引起了对患者使用药物的真实生活的新型见解。由于消极情绪干扰了学生的锻炼要求和正常的社交生活,以及对这项工作的承诺，是这个过程的重要方面。
