Virtual patient simulation in pharmacy education: A systematic review
DOI:
https://doi.org/10.46542/pe.2022.221.954970Keywords:
Active learning, Knowledge, Pharmacy education, Skill, Virtual patient simulationAbstract
Background: This review summarises the impact of virtual patient simulation (VPS) on pharmacy students’ knowledge, skills, and perceptions.
Methods: The PubMed, Cochrane Library, and Web of Science databases were searched using relevant keywords. Full-text articles in English, published between 2010 and August 2021, were retrieved if they evaluate the impact of web-based interactive VPS in pharmacy education.
Results: This review included 19 studies, 9 of which were comparative. VPS was used to develop or assess different pharmacy-related skills. In general, post-VPS exposure test scores were better than the pre-VPS test scores in 12 studies. VPS significantly improved higher-level learning, counselling, and decision-making skills more than paper-based cases. The favourable impact of VPS on learners’ confidence, student engagement, and satisfaction was noted.
Conclusion: VPS enhances knowledge and clinical decision-making skills. It can also address the needs of pharmacy students with active learning preferences.
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