Using a human patient simulation mannequin to teach interdisciplinary team skills to pharmacy students.
OBJECTIVE
To determine the effectiveness and student acceptance of using a human patient simulation (HPS) training module focused on interdisciplinary teamwork skills.


METHODS
During their second-professional year, all pharmacy students were in enrolled in Principles of Pharmacotherapy 4: Cardiovascular Diseases and Patient Care Lab IV, a problem-based learning course. As part of the patient care laboratory, students participated in a simulated case of an acutely ill patient with a hypertensive emergency. During the simulation, students performed a history and physical examination. They then worked as a team to make treatment recommendations to the nursing and physician staff members. Following the exercise, a facilitated debriefing session was conducted. Students completed satisfaction surveys to assess the quality and effectiveness of the session.


RESULTS
Over 98% of students agreed or strongly agreed that they learned material relevant to their current studies. When compared to student lectures, 90% of students felt that they learned clinical patient care better when using a HPS mannequin in simulated patient scenarios.


CONCLUSIONS
HPS-based learning offers a realistic training experience through which clinical knowledge and interpersonal teamwork skills can be taught. Students enjoy the experience and find it relevant to their future practice. Simulation-based training may teach certain topics better than traditional lecture formats and as such could help to fill gaps in the current pharmacy curriculum.
Fernandez
Rosemarie
R
School of Medicine, Wayne State University, USA. fernanre@comcast.net
Parker
Dennis
D
Kalus
James S
JS
Miller
Douglas
D
Compton
Scott
S
D000328:Adult; D002309:Cardiology / Q000193:education; D004514:Education, Pharmacy, Graduate / Q000379:methods*; D005260:Female; D006801:Humans; D008297:Male; D010348:Patient Care Team / Q000458:organization & administration*; D016544:Patient Simulation; D018794:Problem-Based Learning