title: Evaluation of a filmed clinical scenario as a teaching resource for an introductory pharmacology unit for undergraduate health students: A pilot study.
abstract: BACKGROUND
  Simulation is frequently being used as a learning and teaching resource for both undergraduate and postgraduate students, however reporting of the effectiveness of simulation particularly within the pharmacology context is scant.
  
  
  OBJECTIVE
  The aim of this pilot study was to evaluate a filmed simulated pharmacological clinical scenario as a teaching resource in an undergraduate pharmacological unit.
  
  
  METHODS
  Pilot cross-sectional quantitative survey.
  
  
  METHODS
  An Australian university.
  
  
  METHODS
  32 undergraduate students completing a healthcare degree including nursing, midwifery, clinical science, health science, naturopathy, and osteopathy.
  
  
  METHODS
  As a part of an undergraduate online pharmacology unit, students were required to watch a filmed simulated pharmacological clinical scenario. To evaluate student learning, a measurement instrument developed from Bloom's cognitive domains (knowledge, comprehension, application, analysis, synthesis and evaluation) was employed to assess pharmacological knowledge conceptualisation and knowledge application within the following fields: medication errors; medication adverse effects; medication interactions; and, general pharmacology.
  
  
  RESULTS
  The majority of participants were enrolled in an undergraduate nursing or midwifery programme (72%). Results demonstrated that the majority of nursing and midwifery students (56.52%) found the teaching resource complementary or more useful compared to a lecture although less so compared to a tutorial. Students' self-assessment of learning according to Bloom's cognitive domains indicated that the filmed scenario was a valuable learning tool. Analysis of variance indicated that health science students reported higher levels of learning compared to midwifery and nursing.
  
  
  CONCLUSIONS
  Students' self-report of the learning benefits of a filmed simulated clinical scenario as a teaching resource suggest enhanced critical thinking skills and knowledge conceptualisation regarding pharmacology, in addition to being useful and complementary to other teaching and learning methods.
authors.affiliation: School of Nursing and Midwifery, Deakin University, Geelong, Victoria 3220, Australia. Electronic address: l.east@deakin.edu.au.
authors.forename: Leah
authors.initials: L
authors.lastname: East
authors.affiliation: School of Health and Human Sciences, Southern Cross University, Lismore, NSW 2480, Australia. Electronic address: marie.hutchinson@scu.edu.au.
authors.forename: Marie
authors.initials: M
authors.lastname: Hutchinson
mesh_terms: D000328:Adult; D001315:Australia; D003430:Cross-Sectional Studies; D004508:Education, Nursing, Baccalaureate; D004521:Educational Measurement; D006801:Humans; D007858:Learning; D008875:Middle Aged; D008880:Midwifery / Q000193:education*; D015402:Nursing Education Research; D010600:Pharmacology / Q000193:education*; D010865:Pilot Projects; D000066908:Simulation Training / Q000379:methods*; D013336:Students, Health Occupations; D013338:Students, Nursing; D014743:Videotape Recording; D055815:Young Adult
keywords: Midwifery; Nursing; Pharmacology; Simulation; Teaching