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Simulation and Feedback in Health Education: A Mixed Methods Study Comparing Three Simulation Modalities

Background. There are numerous approaches to simulating a patient encounter in pharmacy education. However, little direct comparison between these approaches has been undertaken. Our objective was to investigate student experiences, satisfaction, and feedback preferences between three scenario simul...

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Autores principales: Tait, Lauren, Lee, Kenneth, Rasiah, Rohan, Cooper, Joyce M., Ling, Tristan, Geelan, Benjamin, Bindoff, Ivan
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6025072/
https://www.ncbi.nlm.nih.gov/pubmed/29751528
http://dx.doi.org/10.3390/pharmacy6020041
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author Tait, Lauren
Lee, Kenneth
Rasiah, Rohan
Cooper, Joyce M.
Ling, Tristan
Geelan, Benjamin
Bindoff, Ivan
author_facet Tait, Lauren
Lee, Kenneth
Rasiah, Rohan
Cooper, Joyce M.
Ling, Tristan
Geelan, Benjamin
Bindoff, Ivan
author_sort Tait, Lauren
collection PubMed
description Background. There are numerous approaches to simulating a patient encounter in pharmacy education. However, little direct comparison between these approaches has been undertaken. Our objective was to investigate student experiences, satisfaction, and feedback preferences between three scenario simulation modalities (paper-, actor-, and computer-based). Methods. We conducted a mixed methods study with randomized cross-over of simulation modalities on final-year Australian graduate-entry Master of Pharmacy students. Participants completed case-based scenarios within each of three simulation modalities, with feedback provided at the completion of each scenario in a format corresponding to each simulation modality. A post-simulation questionnaire collected qualitative and quantitative responses pertaining to participant satisfaction, experiences, and feedback preferences. Results. Participants reported similar levels satisfaction across all three modalities. However, each modality resulted in unique positive and negative experiences, such as student disengagement with paper-based scenarios. Conclusion. Importantly, the themes of guidance and opportunity for peer discussion underlie the best forms of feedback for students. The provision of feedback following simulation should be carefully considered and delivered, with all three simulation modalities producing both positive and negative experiences in regard to their feedback format.
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spelling pubmed-60250722018-07-09 Simulation and Feedback in Health Education: A Mixed Methods Study Comparing Three Simulation Modalities Tait, Lauren Lee, Kenneth Rasiah, Rohan Cooper, Joyce M. Ling, Tristan Geelan, Benjamin Bindoff, Ivan Pharmacy (Basel) Article Background. There are numerous approaches to simulating a patient encounter in pharmacy education. However, little direct comparison between these approaches has been undertaken. Our objective was to investigate student experiences, satisfaction, and feedback preferences between three scenario simulation modalities (paper-, actor-, and computer-based). Methods. We conducted a mixed methods study with randomized cross-over of simulation modalities on final-year Australian graduate-entry Master of Pharmacy students. Participants completed case-based scenarios within each of three simulation modalities, with feedback provided at the completion of each scenario in a format corresponding to each simulation modality. A post-simulation questionnaire collected qualitative and quantitative responses pertaining to participant satisfaction, experiences, and feedback preferences. Results. Participants reported similar levels satisfaction across all three modalities. However, each modality resulted in unique positive and negative experiences, such as student disengagement with paper-based scenarios. Conclusion. Importantly, the themes of guidance and opportunity for peer discussion underlie the best forms of feedback for students. The provision of feedback following simulation should be carefully considered and delivered, with all three simulation modalities producing both positive and negative experiences in regard to their feedback format. MDPI 2018-05-03 /pmc/articles/PMC6025072/ /pubmed/29751528 http://dx.doi.org/10.3390/pharmacy6020041 Text en © 2018 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Tait, Lauren
Lee, Kenneth
Rasiah, Rohan
Cooper, Joyce M.
Ling, Tristan
Geelan, Benjamin
Bindoff, Ivan
Simulation and Feedback in Health Education: A Mixed Methods Study Comparing Three Simulation Modalities
title Simulation and Feedback in Health Education: A Mixed Methods Study Comparing Three Simulation Modalities
title_full Simulation and Feedback in Health Education: A Mixed Methods Study Comparing Three Simulation Modalities
title_fullStr Simulation and Feedback in Health Education: A Mixed Methods Study Comparing Three Simulation Modalities
title_full_unstemmed Simulation and Feedback in Health Education: A Mixed Methods Study Comparing Three Simulation Modalities
title_short Simulation and Feedback in Health Education: A Mixed Methods Study Comparing Three Simulation Modalities
title_sort simulation and feedback in health education: a mixed methods study comparing three simulation modalities
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6025072/
https://www.ncbi.nlm.nih.gov/pubmed/29751528
http://dx.doi.org/10.3390/pharmacy6020041
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