Seybert Amy L, Laughlin Karen K, Benedict Neal J, Barton Christine M, Rea Rhonda S
University of Pittsburgh, School of Pharmacy, Pittsburgh, Penn, USA.
Am J Pharm Educ. 2006 Jun 15;70(3):48. doi: 10.5688/aj700348.
To design and implement a simulated patient-case assessment using a mannequin for critical care pharmacotherapeutic education of doctor of pharmacy students and to evaluate student satisfaction with the simulation.
During the second year of the doctor of pharmacy program, all students were required to complete Introduction to Critical Care. This course consisted of didactic education, written patient-case sessions, and an interactive patient simulation session. Information on the patient case was distributed to students after completing the didactic portion of the course. Patient information was programmed into a simulation mannequin, which demonstrated characteristics of a critically ill human. Students were surveyed post-simulation to determine the effectiveness of the learning experience.
The majority of students (88%) were extremely satisfied with the experience. The facilitator was considered to be extremely useful in 75% of responses.
By simulating a patient case, the facilitator was able to control students' learning environment, adapt the simulation to the level of the students' performance, and debrief students immediately. Ultimately, by involving students in actual patient cases early in the pharmacy curriculum, this type of education could produce pharmacists with a high level of expertise and confidence.
设计并实施一项使用人体模型的模拟患者病例评估，用于药学专业学生的重症监护药物治疗学教育，并评估学生对该模拟的满意度。
在药学博士课程的第二年，所有学生都必须完成《重症监护导论》。该课程包括理论教学、书面患者病例讨论以及互动式患者模拟课程。在完成课程的理论教学部分后，会向学生分发患者病例信息。患者信息被编入一个模拟人体模型中，该模型展示了重症患者的特征。模拟结束后对学生进行调查，以确定学习体验的有效性。
大多数学生（88%）对该体验极其满意。在75%的反馈中，认为指导教师非常有用。
通过模拟患者病例，指导教师能够控制学生的学习环境，根据学生的表现水平调整模拟内容，并立即对学生进行总结汇报。最终，通过在药学课程早期就让学生参与实际患者病例，这种教育方式能够培养出具有高度专业知识和信心的药剂师。
