Fens Tanja, Hope Denise L, Crawshaw Sarah, Tommelein Eline, Dantuma-Wering Claudia, Verdel Bertha Maria, Trečiokienė Indrė, Solanki Vibhu, van Puijenbroek Eugène P, Taxis Katja
Department of PharmacoTherapy, -Epidemiology and -Economics, Groningen Institute of Pharmacy, School of Science and Engineering, University of Groningen, Antonius Deusinglaan 1, 9713 AV Groningen, The Netherlands.
Department of Health Sciences, University of Groningen, University Medical Center Groningen, Hanzeplein 1, 9713 GZ Groningen, The Netherlands.
Pharmacy (Basel). 2021 Jul 13;9(3):125. doi: 10.3390/pharmacy9030125.
The utilization of serious games and simulations in health professional education has increased. The Pharmacy Game is one such concept that intersects gamification and simulation, in which pharmacy student teams competitively manage simulated pharmacies; a concept included in the pharmacy curricula of seven international universities. This study aimed to compare the implementation and conduct of the Pharmacy Game of participant universities and their students' performance in the same educational task. Data were collected via a questionnaire completed by academic staff in April 2020, and the collation of results of the same patient case was conducted at each university (April 2020 to March 2021). The main results reflected differences in the game frequencies and the curricular approach (standalone or integrated course) and in the learning outcomes for the Pharmacy Game. Other differences were identified in the extent to which students of other professions were part of the game such as medical students or pharmacy assistants. Student case outcomes revealed similar strengths across the universities in patient communication and focus on safety, with variations identified as areas for improvement. Collation of the international utilization of the Pharmacy Game identified a broad spectrum of similar learning outcomes, inspiring a model of international and . While the Pharmacy Game has been implemented with flexibility regarding the numbers of teams (4-10) and the duration of activity (12-36 days), all universities reported positive experiences and student outcomes, suggesting that the intervention represents a potential tool to deliver capstone learning experiences, promote interprofessional education, reinforce patient safety, and prepare pharmacy graduates for future practice.
严肃游戏和模拟在卫生专业教育中的应用有所增加。《药学游戏》就是这样一个将游戏化与模拟相结合的概念，在这个游戏中，药学专业的学生团队竞争管理模拟药房；这一概念已被七所国际大学纳入药学课程。本研究旨在比较参与大学的《药学游戏》实施情况和开展情况，以及学生在同一教育任务中的表现。数据通过2020年4月学术人员填写的问卷收集，并在各大学对同一患者病例的结果进行整理（2020年4月至2021年3月）。主要结果反映了游戏频率、课程方法（独立课程或综合课程）以及《药学游戏》学习成果方面的差异。在其他专业的学生（如医学生或药剂师助理）参与游戏的程度方面也发现了其他差异。学生病例结果显示，各大学在患者沟通和对安全的关注方面都有类似的优势，同时也确定了一些有待改进的方面。对《药学游戏》国际应用情况的整理发现了广泛的类似学习成果，由此激发了一个国际……的模式。虽然《药学游戏》在团队数量（4 - 10个）和活动时长（12 - 36天）方面的实施具有灵活性，但所有大学都报告了积极的体验和学生成果，这表明该干预措施是提供顶点学习体验、促进跨专业教育、强化患者安全以及让药学专业毕业生为未来实践做好准备的潜在工具。
