Interinstitutional simulation of patients with COVID‐19 during a remote acute‐care advanced pharmacy practice experience

Introduction Faculty and staff from Duquesne University and the University of Pittsburgh Schools of Pharmacy created a simulation activity focused on the care of critically ill patients with coronavirus disease 2019 (COVID‐19). Students on remote, short‐term‐care advanced pharmacy practice experienc...

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Bibliographic Details
Published in:JAACP : Journal of the American College of Clinical Pharmacy 2022-04, Vol.5 (4), p.442-449
Main Authors: Perry, Michael W., Kobulinsky, Lawrence R., Seybert, Amy L., Kreider, Madeline S., Williams, Victoria, Smithburger, Pamela L.
Format: Article
Language:English
Subjects:
Advances in Clinical Pharmacy Education & Training
COVID‐19
interactive learning
multiinstitutional systems
online learning
patient simulation
pharmacy education
remote education
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Summary:Introduction Faculty and staff from Duquesne University and the University of Pittsburgh Schools of Pharmacy created a simulation activity focused on the care of critically ill patients with coronavirus disease 2019 (COVID‐19). Students on remote, short‐term‐care advanced pharmacy practice experiences (APPE) rotations from both universities worked in comingled teams and completed two educational electronic health record reviews, complex simulation sessions, and debriefs. Individually, students completed two educational electronic health record reviews and verbal patient presentations before and after the simulation sessions. Objectives Evaluate the effects of a simulation activity during a remote short‐term‐care APPE on student confidence and knowledge surrounding the care of a critically ill patient with COVID‐19. Methods Student knowledge surrounding COVID‐19 short‐term‐care treatment principles was assessed through pre‐/postcase‐based multiple‐choice examinations and an intermittent clinical examination (ICE). Student confidence and perceptions were gathered through anonymous pre‐/postsurveys. The written examination and patient presentation recordings were compared from baseline to the final assessment using the Wilcoxon signed‐rank test. Results In total, 92 students participated in the activity. There was a statistically significant improvement from baseline to the final assessment (preassessment median [interquartile range (IQR)]: 55.3% [50%‐60.5%]; postassessment median [IQR]: 68.4 [60.5%‐73.7%]; P 
ISSN:2574-9870
2574-9870
DOI:10.1002/jac5.1596