Abstract
Background: Simulation-based education (SBE) is a novel pedagogic approach offering students opportunities to practise clinical skills in a controlled environment, which benefits their development as future professionals. This study aimed to ascertain perceived impact of SBE on Year three Pharmacy students.
Methods: Convenience sampling was used to recruit MPharm students who attended at least one clinical simulation activity during 2022 -2023. Following written informed consent, participants engaged in 20 -40-minute virtual semi-structured interviews that followed a flexible topic guide exploring the perceived role of SBE within the MPharm degree alongside any highlights/areas for improvement and impact on development. Interviews were transcribed verbatim, coded, and analysed using an iterative thematic analysis approach.
Results: Six students participated in the study (five females; aged 21-25 years). Three overarching themes were identified: SBE as entertaining challenge in preparation for real-world, personal reflection/feedback as drivers of professional development, and balance between psychological safety and the unknown. Most students perceived SBE as a ‘fun’ professional challenge, which enhanced professional skills/confidence and guided selection of potential career pathways. They praised SBE in preparation for clinical placements and assessments, both as individuals and within teams. Structured feedback and debriefing sessions were viewed as effective tools in facilitating growth, whilst delivering a degree of personal reward. Several students identified the need to minimise unnecessary stress and ensure psychological safety within simulation environment, for instance by ensuring pre-briefing for specific clinical topics.
Conclusion: These findings suggest that pharmacy undergraduates engaging in SBE activities perceive them as a crucial component of their curriculum, key to professional development. These data highlight possible simulation-induced stress and variation in psychological safety, which had not been previously recognised in undergraduate pharmacy education, requiring further investigation.
Methods: Convenience sampling was used to recruit MPharm students who attended at least one clinical simulation activity during 2022 -2023. Following written informed consent, participants engaged in 20 -40-minute virtual semi-structured interviews that followed a flexible topic guide exploring the perceived role of SBE within the MPharm degree alongside any highlights/areas for improvement and impact on development. Interviews were transcribed verbatim, coded, and analysed using an iterative thematic analysis approach.
Results: Six students participated in the study (five females; aged 21-25 years). Three overarching themes were identified: SBE as entertaining challenge in preparation for real-world, personal reflection/feedback as drivers of professional development, and balance between psychological safety and the unknown. Most students perceived SBE as a ‘fun’ professional challenge, which enhanced professional skills/confidence and guided selection of potential career pathways. They praised SBE in preparation for clinical placements and assessments, both as individuals and within teams. Structured feedback and debriefing sessions were viewed as effective tools in facilitating growth, whilst delivering a degree of personal reward. Several students identified the need to minimise unnecessary stress and ensure psychological safety within simulation environment, for instance by ensuring pre-briefing for specific clinical topics.
Conclusion: These findings suggest that pharmacy undergraduates engaging in SBE activities perceive them as a crucial component of their curriculum, key to professional development. These data highlight possible simulation-induced stress and variation in psychological safety, which had not been previously recognised in undergraduate pharmacy education, requiring further investigation.
| Original language | English |
|---|---|
| Pages (from-to) | 37-38 |
| Number of pages | 2 |
| Journal | Pharmacy Education |
| Volume | 25 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 1 Jul 2025 |
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