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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...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2018
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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. |
format | Online Article Text |
id | pubmed-6025072 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
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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