Smith Michael A, Mohammad Rima A, Benedict Neal
University of Pittsburgh, School of Pharmacy, Pittsburgh, Pennsylvania.
Am J Pharm Educ. 2014 Aug 15;78(6):125. doi: 10.5688/ajpe786125.
To assess student satisfaction and learning of course objectives following the integration of virtual patient cases designed to promote active, patient-centered learning in an advanced therapeutics pharmacy course.
A dynamic virtual patient platform that incorporated a branched-narrative, decision-making teaching model was used in an advanced therapeutics course to supplement lecture content.
Presimulation and postsimulation tests were used to assess student learning. The use of virtual patients significantly enhanced student learning for both higher- and lower-level test questions (p<0.001 and p=0.01, respectively). Students agreed or strongly agreed that the virtual patient cases provided an effective way to learn (72%), were enjoyable (69%), and were appropriate in content (80%), and that more should be incorporated (59%).
The use of virtual patients in an advanced therapeutics practicum effectively promoted active, patient-centered learning; engaged students in an interactive and dynamic educational technology; encouraged teamwork; enhanced higher-level student learning; and improved student satisfaction in the course.
评估在一门高级治疗学药学课程中，整合旨在促进以患者为中心的主动学习的虚拟患者案例后，学生对课程目标的满意度和学习情况。
在一门高级治疗学课程中，使用了一个动态虚拟患者平台，该平台采用了分支叙述式决策教学模型来补充课堂讲授内容。
使用模拟前和模拟后的测试来评估学生的学习情况。虚拟患者的使用显著提高了学生在高级别和低级别测试问题上的学习效果（分别为p<0.001和p=0.01）。学生同意或强烈同意虚拟患者案例提供了一种有效的学习方式（72%）、很有趣（69%）、内容合适（80%），并且应该增加更多此类案例（59%）。
在高级治疗学实习中使用虚拟患者有效地促进了以患者为中心的主动学习；让学生参与到交互式动态教育技术中；鼓励团队合作；提高了学生的高级学习水平；并提高了学生对该课程的满意度。
