ArticleJournal of pharmaceutical policy and practice2016
Use of a fictitious community-based virtual teaching platform to aid in the teaching of pharmacy practice skills: Student perspectives after initial implementation.
Article in Journal of pharmaceutical policy and practice, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
2 citing papers in PubMed.
- Virtual Versus Paper-based Cases in Reinforcing the Collect and Assess Elements of the Pharmacists' Patient Care Process.American journal of pharmaceutical education · 2020Trial
- The Roles of Empathy, Attachment Style, and Burnout in Pharmacy Students' Academic Satisfaction.American journal of pharmaceutical education · 2019Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundProviding patient-centred care requires pharmacy students to learn how to interact effectively and understand individual differences that can influence patients' health. The School of Pharmacy at The University of Auckland, New Zealand (NZ), developed a virtual teaching platform, called NZ Pharmville, which consisted of twenty-one community-based patients who are members of six families; each family had a video vignette associated with it. Bachelor of Pharmacy (BPharm) students, enrolled in the third year pharmacy practice course, were able to view these recorded vignettes as part of their weekly pre-laboratory work for the course. All the clinical cases within the course were based on this community, with the aim of increasing the realism in the practical sessions and increasing patient-centred learning. This study aimed to explore the perspectives of pharmacy students regarding the integration of this virtual community into a third year undergraduate pharmacy practice course.
methodsAn anonymous, voluntary survey which consisted of twenty-one items, 13 requiring a Likert scale response and 8 requiring free text responses, was distributed to all students who had completed the third year pharmacy practice course. The responses to the questions were collated and analysed. Responses to questions one to thirteen were recorded in Excel, and results were presented as the combination of strongly agree and agree, strongly disagree and disagree and neutral. Responses to free text questions were read multiple times before being coded by two members of the research team into broad themes aligned to the overall aims of the evaluation.
resultsEighty-six (80.4 %) of the eligible students completed the survey and the majority of responses were positive towards the benefits of using the virtual community in the course. Responses indicated that many of the students found the integration of the virtual community to be useful preparation for their practical sessions and the majority of students felt that the vignettes made it easier to develop empathy for the patients rather than reading about them.
conclusionThe use of virtual communities, for example, NZ Pharmville, show promise as a platform to aid in teaching and learning. The resources in NZ Pharmville allow students ongoing access to patient video clips that attempt to depict a real life situation, and enable students to engage with the fictional characters. The virtual community provided an educational experience which was well received by students. This teaching method appeared to promote active patient-centered learning and allowed students to reflect on and revisit these skills on a weekly basis.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.