SHORT REPORT: Use of a real-time virtual patient simulation for interprofessional distance education: A pilot study

Authors

DOI:

https://doi.org/10.46542/pe.2021.211.698704

Keywords:

Interprofessional Education, Nursing student, Pharmacy student, Real-time simulation, Virtual patient

Abstract

Objective: To evaluate the use of cloud-based virtual patients as a tool for engagement in interprofessional distance education (IPDE).

Methods: Five pairs of final-year pharmacy and final-year nursing students interacted with an autonomous, real-time, cloud-based virtual patient (VP). They were debriefed after completion of their case and completed a questionnaire on the relevance of the VP to core IPE competencies.

Results: The virtual patient approach was considered to be able to cover 25 of the 39 core IPE competencies. From a thematic analysis, there was evidence of students learning from, with, and about each other.

Conclusions: The use of cloud-based autonomous VPs could be a successful tool for IPE.

Author Biographies

Paul Burmeister, University of Otago, Dunedin, New Zealand

School of Pharmacy

Gabrielle Isaacs, University of Otago, Dunedin, New Zealand

School of Pharmacy

Bronwen Griffiths, University of Otago, Dunedin, New Zealand

School of Pharmacy

Lanxinning Mo, University of Otago, Dunedin, New Zealand

School of Pharmacy

Jordan Chin, University of Otago, Dunedin, New Zealand

School of Pharmacy

Cate McCall, University of Otago, Christchurch, New Zealand

Lecturer - Centre for Post Graduate Nursing Studies

Stephen Duffull, University of Otago, Dunedin, New Zealand

Professor of Clinical Pharmacy, School of Pharmacy

References

Anon. Interprofessional Education Collaborative (2016). Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel. Washington, DC. Retrieved from: https://ipecollaborative.org/uploads/IPEC-Core-Competencies.pdf

Bridges, D.R., Davidson, R.A., Odegard, P.S., Maki, I.V., & Tomkowiak, J. (2011). Interprofessional collaboration: three best practice models of interprofessional education. Medical Education Online. 16; https://doi.org/10.3402/meo.v16i0.6035

de Visser, H., Watson, M.O., Salvado, O., & Passenger, J.D. (2011). Progress in virtual reality simulators for surgical training and certification. The Medical Journal of Australia. 194(S4):S38-S40. https://doi.org/10.5694/j.1326-5377.2011.tb02942.x

Duffull, S.B., & Peterson, A.K. (2020). Students' perceptions of playing a serious game intended to enhance therapeutic decision-making in a pharmacy curriculum. Currents in Pharmacy Teaching and Learning. 12(11):1348-1353. https://doi.org/10.1016/j.cptl.2020.05.011

Duffull, S., Peterson, A., Chai, B., Cho, F., Opoku, J., Sissing, T., Smith, D., Tongskul, T., & Wilby K. (2020). Exploring a scalable real-time simulation for interprofessional education in pharmacy and medicine. MedEdPublish. https://doi.org/10.15694/mep.2020.000240.1

WHO (World Health Organization). (2013). Framework for Action on Interprofessional Education & Collaborative Practice. [March 4, 2013]. https://www.who.int/hrh/resources/framework_action/en/

Published

19/11/2021

Issue

Section

Short Report