Pharmacy Students' Experiences of Self-regulated Learning through Simulated Virtual Patients.

Karen Dahri, Kathy Seto, Fong Chan, Morgan Garvin, Paulina Semenec, Janice Yeung, Kimberley MacNeil
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Abstract

Objective: Virtual patient (VP) cases are a valuable learning tool for students, used to apply classroom knowledge and develop clinical skills. It is unknown whether exposure to multiple VP cases helps students develop self-regulated learning (SRL). We sought to learn more about how students engaged in SRL as they made goals for approaching patient care during repeated exposure to cases. Methods: Second-year students (N=211) were invited to participate in an online survey. Students were surveyed before and/or after completing three VP cases. Each survey consisted of two open-ended questions. Prior to each case, students were asked "How will you change the sequence of your approach to completing the VP assessment today, if at all?" and after each case, "What more do you have to learn in order to approach similar real-life patient assessments?" A thematic analysis was conducted on open-ended survey responses. Results: One hundred and seventy pre-case and 242 post-case responses were received. The most common themes identified in pre-case surveys were a need for a more systematic approach and specific strategies for executing the patient care process. Some students had no plans for approaching VP cases. The most common themes identified in post-case surveys were knowledge gaps of medical conditions, therapeutics, and lab tests. Conclusion: VPs provided students the opportunity to self-identify gaps in knowledge and plan to strengthen their clinical reasoning skills. More research is needed to understand the relationship between VP cases, instructional guidance for supporting SRL and the realities of the intended benefits to students' learning and practice.

药学学生通过模拟虚拟病人进行自主学习的体会。
目的:虚拟病例是学生应用课堂知识和发展临床技能的宝贵学习工具。接触多个VP案例是否有助于学生发展自我调节学习(SRL)尚不清楚。我们试图更多地了解学生如何参与SRL,因为他们在反复接触病例时制定了接近患者护理的目标。方法:邀请211名二年级学生参加在线调查。学生们在完成三个副总裁案例之前和/或之后接受了调查。每份调查包括两个开放式问题。在每个病例之前,学生们都会被问到:“如果要完成副总裁评估,你今天将如何改变你的方法顺序?”在每个病例之后,“为了进行类似的现实患者评估,你还需要学习什么?”对开放式调查答复进行了专题分析。结果:共收到170份病例前回复和242份病例后回复。在病例前调查中确定的最常见主题是需要一种更系统的方法和具体的策略来执行患者护理过程。一些学生没有接触副总统案例的计划。在病例后调查中确定的最常见主题是医疗条件、治疗方法和实验室测试方面的知识差距。结论:vp为学生提供了自我识别知识差距的机会,并计划加强他们的临床推理技能。需要更多的研究来理解副总裁案例、支持SRL的教学指导和学生学习和实践的预期利益之间的关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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