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A Comparison between a Simulation-Based and Traditional Direct Patient Care Introductory Pharmacy Practice Experiences

Deepti Vyas, Xiaodong Feng, Nilesh S Bhutada, William Ofstad

Abstract

Background: In the United States, the Accreditation Council on Pharmacy Education recently allowed the inclusion of simulation in the introductory pharmacy practice experience (IPPE) curriculum.

Aims: To compare the effects of a simulation IPPE on students' preparedness versus those enrolled in traditional IPPEs. 

Methods: Twenty eight students were randomised to a simulation based IPPE and 60 to various practice sites. Students completed the 'Perception of their Preparedness to Perform'(PREP) survey, an agreement and a confidence survey. Students also completed a practical exam. 

Results: There was no difference in the PREP survey. There was significant difference between the two arms in 9/13 items on the agreement survey and confidence in the 'use of drug information resources' and 'looking up information in a patient's record'(p=0.01). More students in the simulation arm passed the practical exam (67% vs. 52%). 

Conclusion: The results of this study show that a simulation based IPPE is non-inferior to traditional IPPEs in providing select IPPEs.



Keywords

Human Patient Simulation, Introductory Pharmacy Practice Experience, Simulation


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References

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