Case Report of International Journal of Hospital Pharmacy
Simulated Cases in Clinical Training for Pharmacists
Hale Z. Toklu1,2
1 North Florida Regional Medical Center, Department of Graduate Medical Education
2 University of Central Florida College of Medicine
Clinical classes are the milestones that help pharmacy students gain clinical competency and to prepare them for their professional life. Although didactic methods provide theoretical knowledge, the retention rate of information is relatively low when compared with problem based teaching methods. Simulators such as high fidelity mannequins or standardized simulated patients are often preferred by clinical teachers in schools that teach health profession. High and low fidelity mannequins, and computerized simulators require a cost and dedicated space, which can be a disadvantage. On the other hand, standardized patients are advantageous to develop communication skills. Hence, use of simulation based methods in clinical training are useful in general, because they lead students to self-directed learning strategies, critical thinking and rational decision-making. Therefore, dissemination of simulation techniques is important to improve clinical skills.
Keywords: simulation; pharmacy education; problem based learning; pharmacist; clinical courses,; curriculum
How to cite this article:
Hale Z. Toklu. Simulated Cases in Clinical Training for Pharmacists. International Journal of Hospital Pharmacy, 2017,2:3. DOI:10.28933/ijhp-2017-05-1601
1. Toklu HZ. Pharmaceutical Education Vs. Pharmacy Practice: Do We Really Teach What They Need For Practicing? J Pharma Care Health Sys. 2015;S3::e001. doi: 10.4172/2376-0419.S3-e001.
2. Lin K, Travlos DV, Wadelin JW, Vlasses PH. Simulation and introductory pharmacy practice experiences. Am J Pharm Educ. 2011;75(10):209. doi: 10.5688/ajpe7510209. PubMed PMID: 22345728; PMCID: PMC3279018.
3. Wagner R, Weiss KB, Passiment ML, Nasca TJ. Pursuing Excellence in Clinical Learning Environments. J Grad Med Educ. 2016;8(1):124-7. doi: 10.4300/JGME-D-15-00737.1. PubMed PMID: 26913123; PMCID: PMC4763381.
4. Jones F P-NC, Braguiroli OFM. . Simulation in Medical Education: Brief history and methodology PPCR. 2015;1(2):56-63.
5. Toklu HZ. Problem based pharmacotherapy teaching for pharmacy students and pharmacists. Curr Drug Deliv. 2013;10(1):67-70. PubMed PMID: 22998048.
6. Toklu HZ, Hussain A. The changing face of pharmacy practice and the need for a new model of pharmacy education. J Young Pharm. 2013;5(2):38-40. doi: 10.1016/j.jyp.2012.09.001. PubMed PMID: 24023452; PMCID: PMC3758081.
7. Accreditation Council for Pharmacy Education. Guidance for the Accreditation Standards and Key Elements for the Professional Program in Pharmacy Leading to the Doctor Of Pharmacy Degree. . “GUIDANCE FOR STANDARDS 2016”. 2015.
8. Toklu HZ. Promoting evidence-based practice in pharmacies. Integrated Pharmacy Research and Practice. 2015;4:127-31. doi: https://doi.org/10.2147/IPRP.S70406.
9. Toklu HZ, Mensah E. Why do we need pharmacists in pharmacovigilance systems? Online J Public Health Inform. 2016;8(2):e193. doi: 10.5210/ojphi.v8i2.6802. PubMed PMID: 27752299; PMCID: PMC5065524.