Trial reportAmerican journal of pharmaceutical education2012
Pharmacy student knowledge retention after completing either a simulated or written patient case.
Trial report in American journal of pharmaceutical education, 2012. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
14 citing papers in PubMed.
- Comparing Teaching Methods on Skin Disorders Using Standardized Patients Dressed in Moulage vs Paper Cases.American journal of pharmaceutical education · 2018Trial
- Comparing effectiveness of high-fidelity human patient simulation vs case-based learning in pharmacy education.American journal of pharmaceutical education · 2014Trial
- Insights into simulation-based learning: student and faculty experiences in a PharmD program in Saudi Arabia.BMC medical education · 2025Article
- Comparing three methods to assess learning outcomes for a suicide prevention training program for pharmacy staff.PEC innovation · 2024Article
- Insurance Adjudication Simulation Across Multiple Institutions and Levels of Learners.American journal of pharmaceutical education · 2022Article
- Article
- Effectiveness of near-peer simulation for managing the acutely deteriorating patient among residents of an internal medicine junior residency programme.Singapore medical journal · 2020Article
- The Past, Present, and Future of Virtual Reality in Pharmacy Education.American journal of pharmaceutical education · 2019Review
- Medical simulation in pharmacology learning and retention: A comparison study with traditional teaching in undergraduate medical students.Pharmacology research & perspectives · 2019Article
- Simulation as a Central Feature of an Elective Course: Does Simulated Bedside Care Impact Learning?Pharmacy (Basel, Switzerland) · 2018Article
- Integration of a Community Pharmacy Simulation Program into a Therapeutics Course.American journal of pharmaceutical education · 2018Article
- Impact of a Paper vs Virtual Simulated Patient Case on Student-Perceived Confidence and Engagement.American journal of pharmaceutical education · 2016Article
- High-fidelity simulation versus case-based discussion for teaching medical students in Brazil about pediatric emergencies.Clinics (Sao Paulo, Brazil) · 2015Article
- Knowledge Gain of Pharmacy Students and Pharmacists Comparing Simulation Versus Traditional Learning Methodology.The journal of pediatric pharmacology and therapeutics : JPPT : the official journal of PPAGArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectiveTo determine pharmacy students' knowledge retention from and comfort level with a patient-case simulation compared with a written patient case.
designPharmacy students were randomly assigned to participate in either a written patient case or a simulated patient case in which a high-fidelity mannequin was used to portray a patient experiencing a narcotic and acetaminophen overdose. ASSESSMENT: Participants' responses on a multiple-choice test and a survey instrument administered before the case, immediately after the case, and 25 days later indicated that participation in the simulated patient case did not result in greater knowledge retention or comfort level than participation in the written patient case. Students' knowledge improved post-intervention regardless of which teaching method was used.
conclusionsAlthough further research is needed to determine whether the use of simulation in the PharmD curriculum is equivalent or superior to other teaching methods, students' enthusiasm for learning in a simulated environment where they can safely apply patient care skills make this technology worth exploring.
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