Gharib Ahmed M, Peterson Gregory M, Bindoff Ivan K, Salahudeen Mohammed S
School of Pharmacy and Pharmacology, University of Tasmania, Hobart, TAS 7005, Australia.
Pharmacy (Basel). 2023 May 17;11(3):86. doi: 10.3390/pharmacy11030086.
Computer-based simulation (CBS) is an interactive pedagogical training method that has seen increased interest, especially in recent years. There is some evidence that CBS in pharmacy education is not as widely adopted compared to other healthcare disciplines. Pharmacy education literature to date has not specifically discussed the potential barriers which may cause this uptake challenge. In this systematic narrative review, we attempted to explore and discuss potential barriers that may impact the integration of CBS in pharmacy practice education and provide our suggestions to overcome them. We searched five major databases and used the AACODS checklist for grey literature assessment. We identified 42 studies and four grey literature reports, published between 1 January 2000 and 31 August 2022, which met the inclusion criteria. Then, the specific approach of Braun and Clarke for thematic analysis was followed. The majority of the included articles were from Europe, North America, and Australasia. Although none of the included articles had a specific focus on barriers to implementation, thematic analysis was used to extract and discuss several potential barriers, such as resistance to change, cost, time, usability of software, meeting accreditation standards, motivating and engaging students, faculty experience, and curriculum constraints. Ad- dressing academic, process, and cultural barriers can be considered the first step in providing guidance for future implementation research for CBS in pharmacy education. The analysis suggests that to effectively overcome any possible barriers to implementing CBS, different stakeholders must engage in careful planning, collaboration, and investment in resources and training. The review indicates that additional research is required to offer evidence-based approach and strategies to prevent overwhelming or disengaging users from either learning or teaching process. It also guides further research into exploring potential barriers in different institutional cultures and regions.
基于计算机的模拟（CBS）是一种交互式教学培训方法，近年来受到了越来越多的关注。有证据表明，与其他医疗保健学科相比，CBS在药学教育中的应用并不广泛。迄今为止，药学教育文献尚未具体讨论可能导致这种应用挑战的潜在障碍。在这项系统性叙述性综述中，我们试图探讨和讨论可能影响CBS融入药学实践教育的潜在障碍，并提供克服这些障碍的建议。我们检索了五个主要数据库，并使用AACODS清单进行灰色文献评估。我们确定了2000年1月1日至2022年8月31日期间发表的42项研究和四份灰色文献报告，这些研究和报告符合纳入标准。然后，我们采用了布劳恩和克拉克的主题分析具体方法。纳入的文章大多来自欧洲、北美和澳大拉西亚。虽然纳入的文章均未特别关注实施障碍，但通过主题分析提取并讨论了几个潜在障碍，如对变革的抵触、成本、时间、软件可用性、符合认证标准、激发和吸引学生、教师经验以及课程限制。解决学术、流程和文化障碍可被视为为未来药学教育中CBS的实施研究提供指导的第一步。分析表明，为了有效克服实施CBS的任何可能障碍，不同利益相关者必须进行仔细规划、协作，并在资源和培训方面进行投入。该综述表明，需要更多研究来提供基于证据的方法和策略，以防止用户在学习或教学过程中不堪重负或失去参与度。它还指导进一步研究探索不同机构文化和地区的潜在障碍。
