Can a virtual microbiology simulation be as effective as the traditional Wetlab for pharmacy student education?

Abstract Background Pharmacy practice education requires the development of proficiencies and an understanding of clinical microbiology. Learning in this area could be delivered using practical laboratory exercises, or potentially, simulation-based education. Simulation has previously successfully e...

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Autores principales:	L. Baumann-Birkbeck, S. Anoopkumar-Dukie, S. A. Khan, M. J. Cheesman, M. O’Donoghue, G. D. Grant
Formato:	article
Lenguaje:	EN
Publicado:	BMC 2021
Materias:	Simulation Pharmacy Practice Education Clinical Microbiology Special aspects of education LC8-6691 Medicine R
Acceso en línea:	https://doaj.org/article/45f19ad3e6054b89843e17e6893037e5
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spelling	oai:doaj.org-article:45f19ad3e6054b89843e17e6893037e52021-11-21T12:42:04ZCan a virtual microbiology simulation be as effective as the traditional Wetlab for pharmacy student education?10.1186/s12909-021-03000-31472-6920https://doaj.org/article/45f19ad3e6054b89843e17e6893037e52021-11-01T00:00:00Zhttps://doi.org/10.1186/s12909-021-03000-3https://doaj.org/toc/1472-6920Abstract Background Pharmacy practice education requires the development of proficiencies and an understanding of clinical microbiology. Learning in this area could be delivered using practical laboratory exercises, or potentially, simulation-based education. Simulation has previously successfully enhanced learning in health professional education. The current global climate due to COVID-19 has further highlighted the important role of technology-enhanced learning in delivering outcomes that meet the requisite learning objectives of a course. The aim of the present study was to compare the impact of a commercially available virtual microbiology simulation (VUMIE™) with a traditional wet laboratory (wetlab) on learner knowledge, skills and confidence in a second-year integrated pharmacotherapeutics course for Bachelor of Pharmacy students. Methods A randomised, crossover study was employed to determine whether the simulation intervention (VUMIE™) improves learning outcomes (knowledge, skills and confidence) of pharmacy students, when compared to a traditional wetlab intervention. Each student completed three 1–2 h length sessions, for both the wetlab and VUMIE™ interventions (6 sessions total). Data was collected using surveys deployed at baseline (pre-interventions), post-intervention 1 or 2 (VUMIE™ or wetlab) and endpoint (post-interventions 1 and 2). Statistical analysis was conducted using SPSS Statistics 25 and Instat™ software. Results Response rates were approximately 50% at initial survey and approximately 25% at endpoint survey. VUMIE™ produced higher post-intervention knowledge scores for the multiple-choice questions compared to the wetlab, however, the highest score was achieved at endpoint. Both interventions produced statistically significant differences for mean scores compared to baseline (pre-VUMIE™ and wetlab) across the domains of knowledge, skills and confidence. VUMIE™ produced higher post-intervention mean scores for knowledge, skills and confidence compared to post-intervention mean scores for the wetlab, however there was no statistical significance between the mean score for the two interventions, thus the VUMIE™ activity produced learning outcomes comparable to the wetlab activity. Conclusion These findings suggest VUMIE™ provides similar effects on students’ knowledge, skills, and confidence as a wetlab. The simulation’s implementation was not cost-prohibitive, provided students with a physically and psychologically safe learning environment, and the benefit of being able to repeat activities, supporting deliberate practice.L. Baumann-BirkbeckS. Anoopkumar-DukieS. A. KhanM. J. CheesmanM. O’DonoghueG. D. GrantBMCarticleSimulationPharmacyPracticeEducationClinicalMicrobiologySpecial aspects of educationLC8-6691MedicineRENBMC Medical Education, Vol 21, Iss 1, Pp 1-10 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Simulation Pharmacy Practice Education Clinical Microbiology Special aspects of education LC8-6691 Medicine R
spellingShingle	Simulation Pharmacy Practice Education Clinical Microbiology Special aspects of education LC8-6691 Medicine R L. Baumann-Birkbeck S. Anoopkumar-Dukie S. A. Khan M. J. Cheesman M. O’Donoghue G. D. Grant Can a virtual microbiology simulation be as effective as the traditional Wetlab for pharmacy student education?
description	Abstract Background Pharmacy practice education requires the development of proficiencies and an understanding of clinical microbiology. Learning in this area could be delivered using practical laboratory exercises, or potentially, simulation-based education. Simulation has previously successfully enhanced learning in health professional education. The current global climate due to COVID-19 has further highlighted the important role of technology-enhanced learning in delivering outcomes that meet the requisite learning objectives of a course. The aim of the present study was to compare the impact of a commercially available virtual microbiology simulation (VUMIE™) with a traditional wet laboratory (wetlab) on learner knowledge, skills and confidence in a second-year integrated pharmacotherapeutics course for Bachelor of Pharmacy students. Methods A randomised, crossover study was employed to determine whether the simulation intervention (VUMIE™) improves learning outcomes (knowledge, skills and confidence) of pharmacy students, when compared to a traditional wetlab intervention. Each student completed three 1–2 h length sessions, for both the wetlab and VUMIE™ interventions (6 sessions total). Data was collected using surveys deployed at baseline (pre-interventions), post-intervention 1 or 2 (VUMIE™ or wetlab) and endpoint (post-interventions 1 and 2). Statistical analysis was conducted using SPSS Statistics 25 and Instat™ software. Results Response rates were approximately 50% at initial survey and approximately 25% at endpoint survey. VUMIE™ produced higher post-intervention knowledge scores for the multiple-choice questions compared to the wetlab, however, the highest score was achieved at endpoint. Both interventions produced statistically significant differences for mean scores compared to baseline (pre-VUMIE™ and wetlab) across the domains of knowledge, skills and confidence. VUMIE™ produced higher post-intervention mean scores for knowledge, skills and confidence compared to post-intervention mean scores for the wetlab, however there was no statistical significance between the mean score for the two interventions, thus the VUMIE™ activity produced learning outcomes comparable to the wetlab activity. Conclusion These findings suggest VUMIE™ provides similar effects on students’ knowledge, skills, and confidence as a wetlab. The simulation’s implementation was not cost-prohibitive, provided students with a physically and psychologically safe learning environment, and the benefit of being able to repeat activities, supporting deliberate practice.
format	article
author	L. Baumann-Birkbeck S. Anoopkumar-Dukie S. A. Khan M. J. Cheesman M. O’Donoghue G. D. Grant
author_facet	L. Baumann-Birkbeck S. Anoopkumar-Dukie S. A. Khan M. J. Cheesman M. O’Donoghue G. D. Grant
author_sort	L. Baumann-Birkbeck
title	Can a virtual microbiology simulation be as effective as the traditional Wetlab for pharmacy student education?
title_short	Can a virtual microbiology simulation be as effective as the traditional Wetlab for pharmacy student education?
title_full	Can a virtual microbiology simulation be as effective as the traditional Wetlab for pharmacy student education?
title_fullStr	Can a virtual microbiology simulation be as effective as the traditional Wetlab for pharmacy student education?
title_full_unstemmed	Can a virtual microbiology simulation be as effective as the traditional Wetlab for pharmacy student education?
title_sort	can a virtual microbiology simulation be as effective as the traditional wetlab for pharmacy student education?
publisher	BMC
publishDate	2021
url	https://doaj.org/article/45f19ad3e6054b89843e17e6893037e5
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Can a virtual microbiology simulation be as effective as the traditional Wetlab for pharmacy student education?

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