Orr Katherine Kelly
University of Rhode Island College of Pharmacy, USA.
Am J Pharm Educ. 2007 Apr 15;71(2):30. doi: 10.5688/aj710230.
To develop, implement, and evaluate the use of virtual patients as a teaching tool for third-professional year PharmD students within an advanced elective self-care course.
Practicing community pharmacists, faculty members, and pharmacy residents with alias e-mail accounts served as virtual patients and corresponded on a weekly basis via e-mail with pharmacy students regarding an assortment of fictional health concerns. Self-care inquiries were e-mailed to the students who replied and then forwarded their response to the course coordinator for evaluation and class discussion. At the end of the course, students were asked to assess the value of the learning activity.
Students demonstrated significant improvement in knowledge, problem-solving, communication, and professional skills upon course completion. Student's assessments of the virtual patient activity have suggested positive feedback on developing self-care skills, patient interactions, and group dynamics.
This teaching tool was designed to enhance student's knowledge base, assessment, and counseling skills when interacting with patients in various situations. Instructor evaluation of responses, student feedback, and self-evaluation indicated the activity improved overall knowledge and communication skills.
开发、实施并评估虚拟患者作为高级选修自我护理课程中三年级药学博士学生教学工具的应用。
执业社区药剂师、教员和拥有别名电子邮件账户的药学住院医师充当虚拟患者，每周通过电子邮件与药学专业学生就一系列虚构的健康问题进行通信。自我护理咨询通过电子邮件发送给学生，学生回复后再转发给课程协调员进行评估和课堂讨论。课程结束时，要求学生评估学习活动的价值。
课程结束时，学生在知识、解决问题、沟通和专业技能方面有显著提高。学生对虚拟患者活动的评估表明，在培养自我护理技能、患者互动和团队动态方面得到了积极反馈。
该教学工具旨在增强学生在各种情况下与患者互动时的知识库、评估和咨询技能。教师对回复的评估、学生反馈和自我评价表明，该活动提高了整体知识和沟通技能。
