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      Use of simulation-based teaching methodologies in US colleges and schools of pharmacy.

      American journal of pharmaceutical education

      Computer Simulation, standards, utilization, Curriculum, Education, Pharmacy, methods, Humans, Manikins, Schools, Pharmacy, Students, Pharmacy, United States

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          Abstract

          OBJECTIVES. To characterize the use of high-fidelity mannequins and standardized patients in US pharmacy colleges and schools. METHODS. A survey instrument was sent to 105 doctor of pharmacy (PharmD) programs to collect data on the use of simulation and to identify barriers to using simulation-based teaching methods. RESULTS. Eighty-eight colleges and schools completed the survey instrument (response rate 84%). Of these, 14 did not use high-fidelity mannequins or standardized patients within the curriculum. Top barriers were logistical constraints and high resource cost. Twenty-three colleges and schools used simulation for introductory pharmacy practice experiences (IPPEs), 34 for interprofessional education, and 68 for evaluation of at least 1 core competency prior to advanced pharmacy practice experiences (APPEs). CONCLUSIONS. Although the majority of US colleges and schools of pharmacy use simulation-based teaching methodologies to some extent in the pharmacy curricula, the role of simulation in IPPEs, interprofessional education, and assessment of competency-based skills could be expanded.

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          Journal
          23610471
          3631728
          10.5688/ajpe77353

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