Exploring Educators’ Perspectives On The Use Of Computer-based Simulation In Pharmacy Practice Education.

• By: GHARIB, Ahmed (Australia)
• Co-author(s): Mr Ahmed Gharib (School of Pharmacy and Pharmacology, University of Tasmania , Hobart, Australia)
  Dr Ivan K. Bindoff (School of Pharmacy and Pharmacology, University of Tasmania , Hobart, Australia)
  Prof. Gregory M. Peterson (School of Pharmacy and Pharmacology, University of Tasmania , Hobart, Australia)
  Dr Mohammed S. Salahudeen (School of Pharmacy and Pharmacology, University of Tasmania , Hobart, Australia)
  
• Abstract:

  Background information: Computer-based simulation (CBS) is a valuable training tool for healthcare students, yet its uptake in pharmacy schools remains low. To address this gap, a global survey study was conducted to explore pharmacy educators’ views on CBS implementation in pharmacy curricula.
  Purpose: To understand why uptake of CBS remains low in pharmacy practice teaching, and form hypotheses about how uptake might be improved.
  Method: A 15-minute online survey was built using Lime Survey, consisting of 16 close-ended 6-point Likert scale questions, and 6 open-ended questions. The questions were developed to explore various potential barriers to the uptake of CBS, which had been identified in advance from the existing literature. Respondents were asked about their teaching experience, knowledge of CBS, awareness of available simulators, usage of CBS in teaching, barriers and facilitators to using CBS, and stakeholder willingness to support CBS adoption. The survey was opened in February 2023, and will be closed in September 2023.
  Results (preliminary findings): To date, 75 participants from 23 countries have completed the survey. The majority of respondents were aware of CBS availability (86.1%), and some had experience using CBS (66.7%). The most reported usage occurred between 2021-2022 (51.8%), with 20% of educators using more than one simulator, and 44.6% encouraging their students to use CBS for independent study. In total, 69.6% of respondents agreed that CBS should be used more often. Many educators believed that their students would support CBS implementation (82.0%), as did the educators themselves (81.9%). The perceived willingness of leaders and accreditation bodies to support CBS implementation was similar, with 70.8% and 73.6%, respectively. Emerging themes from open-ended questions included the need for more pre-built case scenarios, paying attention to cultural and regional needs, and products being unsuitable for advanced training. Further in-depth analysis of the data collected in the research project is currently underway.
  Conclusion: Preliminary findings suggest the reported uptake, awareness, and enthusiasm for the technology was higher than anticipated, although there is still room for greater awareness. Those developing CBS for pharmacy practice may wish to focus on increasing the number of cases available, better supporting regional variations in practice, and improving support for advanced training.