Gharib Ahmed M, Bindoff Ivan K, Peterson Gregory M, Salahudeen Mohammed S
School of Pharmacy and Pharmacology, College of Health and Medicine, University of Tasmania, Hobart, TAS, Australia.
Front Pharmacol. 2024 Oct 15;15:1494569. doi: 10.3389/fphar.2024.1494569. eCollection 2024.
: Increasing student numbers and logistical challenges in pharmacy education limit patient counselling and clinical placement opportunities. Computer-based simulation (CBS) offers scalable, interactive learning but faces integration barriers.
: To explore global perceptions of CBS implementation in pharmacy education among educators and students. Methods: An online cross-sectional survey was developed based on literature review and expert feedback. The survey was distributed globally through academic pharmacy organisations, social media, and the authors' networks. It included 20 questions targeting pharmacy educators and students.
: Responses from 152 educators across 38 countries and 392 students from 46 countries, spanning six WHO regions (AFRO, AMRO, EMRO, EURO, SEARO, and WPRO) were analysed using descriptive and inferential statistics. The majority of educators (90.1%, n = 137) and students (84.2%, n = 330) expressed comfort with using CBS and implementing it in their curriculum. Despite this, CBS was perceived as underutilised by 53.5% (n = 81) of educators and 63.7% (n = 250) of students. Students valued CBS for enhancing communication and problem-solving skills, while educators highlighted its relevance to community pharmacy practice. Both groups supported CBS use in assessments. All educators (100%) identified workload reduction as a key priority, hoped CBS could assist in this area. Educators also reported barriers such as financial constraints (56.6%, n = 86) and insufficient technical support (53.3%, n = 81). On the other hand, students were less optimistic about institutional support, with only a few (7.4%, n = 29) believed institutional leaders would actively support CBS adoption. Regional differences emerged, with SEARO (Southeast Asia) and AFRO (Africa) showing the lowest CBS usage rates. Educators in SEARO, AFRO, and EMRO (Eastern Mediterranean) raised concerns about technical support, while those in SEARO, AFRO, and WPRO (Western Pacific, including Australia, New Zealand, and Singapore) expressed financial concerns. Educators in AFRO and WPRO, however, reported being 100% comfortable with using CBS.
: Both students and educators recognised the potential of CBS in pharmacy education, with strong support for its integration. Addressing barriers such as educator workload, financial constraints, and technical support is crucial for broader adoption. Improved resource allocation and targeted training for educators are essential to effectively incorporate CBS into the pharmacy curriculum.
药学教育中学生人数不断增加以及后勤方面的挑战限制了患者咨询和临床实习机会。基于计算机的模拟（CBS）提供了可扩展的交互式学习方式，但面临整合障碍。
探讨教育工作者和学生对药学教育中实施CBS的全球看法。方法：在文献综述和专家反馈的基础上开展了一项在线横断面调查。该调查通过学术药学组织、社交媒体和作者网络在全球范围内分发。它包括针对药学教育工作者和学生的20个问题。
对来自38个国家的152名教育工作者和来自46个国家的392名学生的回复进行了分析，这些国家跨越世界卫生组织的六个区域（非洲区域、美洲区域、东地中海区域、欧洲区域、东南亚区域和西太平洋区域），采用了描述性和推断性统计方法。大多数教育工作者（90.1%，n = 137）和学生（84.2%，n = 330）表示对使用CBS并将其纳入课程感到放心。尽管如此，53.5%（n = 81）的教育工作者和63.7%（n = 250）的学生认为CBS未得到充分利用。学生重视CBS在提高沟通和解决问题能力方面的作用，而教育工作者则强调其与社区药学实践的相关性。两组都支持在评估中使用CBS。所有教育工作者（100%）都将减轻工作量视为关键优先事项，希望CBS能在这方面提供帮助。教育工作者还报告了一些障碍，如资金限制（56.6%，n = 86）和技术支持不足（53.3%，n = 81）。另一方面，学生对机构支持不太乐观，只有少数人（7.4%，n = 29）认为机构领导会积极支持采用CBS。出现了区域差异，东南亚区域和非洲区域的CBS使用率最低。东南亚区域、非洲区域和东地中海区域的教育工作者对技术支持表示担忧，而东南亚区域、非洲区域和西太平洋区域（包括澳大利亚、新西兰和新加坡）的教育工作者则表达了对资金的担忧。然而，非洲区域和西太平洋区域的教育工作者报告称对使用CBS完全放心。
学生和教育工作者都认识到CBS在药学教育中的潜力，并大力支持将其整合。解决教育工作者工作量、资金限制和技术支持等障碍对于更广泛地采用CBS至关重要。改善资源分配和为教育工作者提供有针对性的培训对于有效地将CBS纳入药学课程至关重要。
