School of Pharmacy and Health Professions, Creighton University, Omaha, NE 68178, USA.
Am J Pharm Educ. 2013 Aug 12;77(6):130. doi: 10.5688/ajpe776130.
To evaluate the impact of repeated simulations and testing on the pharmacy practice skills development of third-year doctor of pharmacy (PharmD) students.
A pharmacy practice skills laboratory was redesigned to reinforce skills development and enhance retention. Timed, repeated learning experiences that increased in complexity throughout the semester were used to test student knowledge, skills, and abilities.
Over a 5-year period, scores from skills-based activities deemed essential to professional practice and repeated 4 or more times in the course were analyzed. There was a significant improvement in scores on drug utilization reviews and patient counseling simulations despite the increasing difficulty and complexity of the medication problems presented (p <0.001). Students' scores on prescription verification and sterile product verification also improved significantly over 3 assessments (p <0.001), but then plateaued, with less improvement seen in performance on subsequent assessments.
Providing multiple opportunities for students to conduct or simulate pharmacy practice activities and then test their knowledge and skills improves students' learning and performance.
评估重复模拟和测试对药学博士（PharmD）三年级学生药学实践技能发展的影响。
重新设计了药学实践技能实验室，以加强技能培养并提高保留率。在整个学期中，采用定时、重复的学习体验，这些体验的复杂性逐渐增加，以测试学生的知识、技能和能力。
在 5 年的时间里，对被认为对专业实践至关重要的基于技能的活动的分数进行了分析，这些活动在课程中重复了 4 次或更多次。尽管所呈现的药物问题的难度和复杂性不断增加，但药物利用审查和患者咨询模拟的分数显著提高（p<0.001）。学生在处方验证和无菌产品验证方面的分数也在 3 次评估中显著提高（p<0.001），但随后趋于平稳，在随后的评估中，表现的改善较少。
为学生提供多次进行或模拟药学实践活动的机会，然后测试他们的知识和技能，可提高学生的学习和表现。
