Hope Denise L, Grant Gary D, Rogers Gary D, King Michelle A
School of Pharmacy and Medical Sciences, Griffith University, Gold Coast, QLD 4222, Australia.
School of Medicine, Deakin University, Geelong, VIC 3220, Australia.
Pharmacy (Basel). 2022 Mar 26;10(2):41. doi: 10.3390/pharmacy10020041.
Extended and immersive gamified pharmacy simulation has been demonstrated to provide transformative learning in pharmacy education, preparing graduates for real-world practice. An international consortium of universities has implemented local adaptations of the Pharmacy Game into their curricula. From early 2020, pharmacy academics modified the delivery of gamified simulation in response to the COVID-19 pandemic, while still aiming to deliver the important learning outcomes of enhanced communication, collaboration, confidence and competence. Australian universities went into full lockdown from March 2020, and the critical gamified simulation at Griffith University was delivered entirely virtually in 2020. An array of synchronous and asynchronous approaches and software platforms was employed, including Microsoft Teams, Forms and Stream plus the online interview platform Big Interview. These allowed for the simulation activities, including dispensing, counselling and clinical cases, to be conducted by students online. In 2021, Griffith University conducted hybrid delivery of its Pharmacy Game, balancing student participation both in person and online. Microsoft Power Apps was added to the hosting platform to enhance the simulation interface, and Power Virtual Agent artificial intelligence chatbots, with natural language processing, were used to enable asynchronous clinical interaction. The combination of learning technologies provided the means to deliver successful gamified simulation in the virtual and hybrid environments while still achieving outstanding learning outcomes from the capstone activity. This paper details the technologies used to virtualize the Australian Pharmacy Game and the analytics available to educators to assess student participation, engagement and performance.
扩展式和沉浸式的游戏化药学模拟已被证明能在药学教育中提供变革性学习，使毕业生为实际工作做好准备。一个国际大学联盟已将《药学游戏》的本地化改编版本纳入其课程。从2020年初开始，药学专业的学者们针对新冠疫情对游戏化模拟的授课方式进行了调整，同时仍致力于实现增强沟通、协作、信心和能力等重要学习成果。澳大利亚的大学从2020年3月开始全面封锁，格里菲斯大学的关键游戏化模拟在2020年完全以虚拟方式进行。采用了一系列同步和异步方法以及软件平台，包括微软团队、表单和流应用程序，以及在线面试平台“大面试”。这些使得包括配药、咨询和临床病例在内的模拟活动能够由学生在线进行。2021年，格里菲斯大学对其《药学游戏》采用了混合授课方式，平衡了学生的线下和线上参与度。微软动力应用被添加到托管平台以增强模拟界面，具有自然语言处理功能的动力虚拟代理人工智能聊天机器人被用于实现异步临床互动。这些学习技术的组合提供了在虚拟和混合环境中成功开展游戏化模拟的手段，同时仍能从顶点活动中取得优异的学习成果。本文详细介绍了用于将澳大利亚《药学游戏》虚拟化的技术以及教育工作者可用于评估学生参与度、参与情况和表现的分析方法。
