Hope Denise L, Grant Gary D, Rogers Gary D, King Michelle A
School of Pharmacy and Medical Sciences, Griffith University, Gold Coast, QLD, Australia.
School of Medicine, Deakin University, Geelong, VIC, Australia.
Curr Pharm Teach Learn. 2022 Aug;14(8):990-997. doi: 10.1016/j.cptl.2022.07.020. Epub 2022 Jul 22.
Competency-based pharmacist education develops robust professional identities and prepares graduates for future practice to ensure optimal patient outcomes. An extended gamified simulation was developed as a capstone activity for a new Australian Bachelor of Pharmacy (BPharm) program. The simulation was designed to consolidate students' knowledge, skills, and behaviors from prior learning. This research aimed to explore whether participation in an extended gamified simulation could influence pharmacy students' perceptions of their professional competencies.
Data were collected over three years to compare a superseded Master of Pharmacy (MPharm) program with an incoming BPharm program. Final year students were invited to self-assess their professional competencies at the start and end of their final semester of study, using a digital self-assessment tool which replicated Australia's National Competency Standards Framework for Pharmacists. Participants rated their own competency against the 26 competency standards across five domains on a five-point Likert scale (not at all competent to very competent). This provided pre- and post-data to compare the simulation (BPharm intervention) and a traditional semester (MPharm comparison), in addition to final course grades.
From 2016 to 2019, 85 (90.4%) of 94 intervention and 50 (83.3%) of 60 comparison students completed the self-assessment of professional competencies. Participation in the gamified simulation significantly improved students' pharmacotherapeutics grades and pre-post change scores for seven of the 26 competency standards, two of the five domains, and all domains combined of the National Competency Standards.
An extended, gamified simulation enhances the development of pharmacy students' self-assessed professional competencies.
基于能力的药剂师教育培养出强大的职业认同感，并为毕业生未来的实践做好准备，以确保患者获得最佳治疗效果。一项扩展的游戏化模拟活动被开发出来，作为澳大利亚新的药学学士（BPharm）课程的顶点活动。该模拟旨在巩固学生先前学习中的知识、技能和行为。本研究旨在探讨参与扩展的游戏化模拟是否会影响药学专业学生对其专业能力的认知。
在三年时间里收集数据，以比较被取代的药学硕士（MPharm）课程和即将入学的BPharm课程。邀请最后一年的学生在其最后一学期学习开始和结束时，使用一种数字自我评估工具对自己的专业能力进行自我评估，该工具复制了澳大利亚药剂师国家能力标准框架。参与者根据五个领域的26项能力标准，采用五点李克特量表（完全无能力到非常有能力）对自己的能力进行评分。这除了提供最终课程成绩外，还提供了前后数据，以比较模拟（BPharm干预组）和传统学期（MPharm对照组）。
2016年至2019年，94名干预组学生中有85名（90.4%），60名对照组学生中有50名（83.3%）完成了专业能力自我评估。参与游戏化模拟显著提高了学生的药物治疗成绩，以及26项能力标准中的7项、五个领域中的2项以及国家能力标准所有领域综合的前后变化分数。
扩展的游戏化模拟增强了药学专业学生自我评估的专业能力发展。
