Tallentire Victoria R, Kerins Joanne, McColgan-Smith Scott, Power Ailsa, Stewart Fiona, Mardon Julie
NHS Education for Scotland, Scotland, UK.
Scottish Centre for Simulation and Clinical Human Factors, Larbert, NHS Forth Valley, UK.
Adv Simul (Lond). 2021 Sep 7;6(1):31. doi: 10.1186/s41077-021-00180-2.
The expanding roles of UK pharmacists have prompted substantial changes to the initial pharmacy education and training, including increasing recognition of the value of learning alongside other professional groups in acute settings. Interprofessional immersive simulation training appears to represent a useful educational tool to meet the evolving needs of the profession, but the impact of such training on workplace behaviour and relationships has not been explored. This study aimed to explore how interprofessional simulation training facilitates transformative learning in pre-registration pharmacists.
Across three different locations in Scotland, pre-registration pharmacists were paired with medical students to participate in immersive simulation scenarios with post-scenario debriefs. Pre-registration pharmacists were individually interviewed shortly after their simulation session, using a semi-structured interview schedule based on the transformative learning framework. Transcripts were analysed using template analysis, with Mezirow's phases of perspective transformation forming the initial coding template.
Fifteen interviews following five simulation sessions at three different sites were undertaken. Phases 1-6 of the transformative learning framework all resonated with the pre-registration pharmacists to varying degrees. Two prominent threads became evident in the data: a change in participants' perceptions of risk, and deepened understanding of their role within an acute context. These themes were woven throughout phases 2-6 of the transformative learning framework.
Interprofessional immersive simulation training involving acute clinical scenarios has been found to be helpful for pre-registration pharmacists and can foster transformative learning. Through this powerful process, they developed new ways to see the world, themselves and their professional relationships. Positive future actions and roles were planned. As the patient-facing roles of pharmacists expand, educational practices that translate into meaningful change to workplace behaviour and relationships become increasingly important. Carefully constructed interprofessional immersive simulation training should be utilised within pharmacy education more widely.
英国药剂师角色的不断扩展促使初始药学教育和培训发生了重大变化，包括越来越认识到在急症环境中与其他专业群体一起学习的价值。跨专业沉浸式模拟培训似乎是一种满足该行业不断变化需求的有用教育工具，但此类培训对工作场所行为和关系的影响尚未得到探讨。本研究旨在探讨跨专业模拟培训如何促进注册前药剂师的变革性学习。
在苏格兰的三个不同地点，注册前药剂师与医学生配对，参与沉浸式模拟场景并在场景后进行汇报。注册前药剂师在模拟课程结束后不久接受单独访谈，使用基于变革性学习框架的半结构化访谈提纲。使用模板分析法对访谈记录进行分析，以梅齐罗的视角转变阶段作为初始编码模板。
在三个不同地点进行了五次模拟课程后，进行了15次访谈。变革性学习框架的第1-6阶段都在不同程度上引起了注册前药剂师的共鸣。数据中出现了两个突出的线索：参与者对风险认知的变化，以及对他们在急症环境中角色的更深入理解。这些主题贯穿于变革性学习框架的第2-6阶段。
已发现涉及急性临床场景的跨专业沉浸式模拟培训对注册前药剂师有帮助，并可促进变革性学习。通过这个强大的过程，他们开发了看待世界、自身以及职业关系的新方式。规划了积极的未来行动和角色。随着药剂师面向患者的角色不断扩展，转化为工作场所行为和关系有意义变化的教育实践变得越来越重要。应在药学教育中更广泛地利用精心构建的跨专业沉浸式模拟培训。
