Exploring the Effect on Pharmacy Students’ Empathy Following a Simulation Using 360-Degree Video

IF 3.8 4区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

American Journal of Pharmaceutical Education Pub Date : 2025-04-02 DOI:10.1016/j.ajpe.2025.101402

Denise Romano, Sarah Lynch, Thomas Komor, Joyce Rhodes-Keefe, Rosemary Collier, Lori-Marie Sprague

{"title":"Exploring the Effect on Pharmacy Students’ Empathy Following a Simulation Using 360-Degree Video","authors":"Denise Romano, Sarah Lynch, Thomas Komor, Joyce Rhodes-Keefe, Rosemary Collier, Lori-Marie Sprague","doi":"10.1016/j.ajpe.2025.101402","DOIUrl":null,"url":null,"abstract":"<div><h3>Objective</h3><div>To explore the effects of a simulation using virtual reality 360-degree video on the empathy of pharmacy students.</div></div><div><h3>Methods</h3><div>First-year pharmacy students participated in a synchronous, in-person simulation using 360-degree video technology. The 4-min immersive video was developed from a patient perspective to improve the learner's understanding and increase empathy for the patient. Empathy was assessed using the Toronto Empathy Questionnaire (TEQ), which was administered presimulation and postsimulation, along with responses to an open-ended reflection question postsimulation.</div></div><div><h3>Results</h3><div>Forty-four students participated in the simulation. A total of 12 students completed the TEQ before and after the simulation. There was no statistically significant change in TEQ scores pre and postsimulation. Researchers analyzed the written takeaway responses of all 44 students who participated in the simulation. Qualitative analysis revealed the following themes: silent struggle, patient-centered focus, safe environment, and communication.</div></div><div><h3>Conclusion</h3><div>Despite the lack of significant change in TEQ scores, the qualitative findings from this pilot study revealed 4 key themes. These themes highlighted that, upon reflecting on their participation in the 360-degree video simulation, students understood the key attributes of empathy and recognized the value of providing empathetic care to patients and communication that promotes empathetic care. Further research is required to determine if 360-degree video is an effective method of simulation delivery to enhance empathy in pharmacy students.</div></div>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":"89 5","pages":"Article 101402"},"PeriodicalIF":3.8000,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Pharmaceutical Education","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0002945925000476","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}

引用次数: 0

Abstract

Objective

To explore the effects of a simulation using virtual reality 360-degree video on the empathy of pharmacy students.

Methods

First-year pharmacy students participated in a synchronous, in-person simulation using 360-degree video technology. The 4-min immersive video was developed from a patient perspective to improve the learner's understanding and increase empathy for the patient. Empathy was assessed using the Toronto Empathy Questionnaire (TEQ), which was administered presimulation and postsimulation, along with responses to an open-ended reflection question postsimulation.

Results

Forty-four students participated in the simulation. A total of 12 students completed the TEQ before and after the simulation. There was no statistically significant change in TEQ scores pre and postsimulation. Researchers analyzed the written takeaway responses of all 44 students who participated in the simulation. Qualitative analysis revealed the following themes: silent struggle, patient-centered focus, safe environment, and communication.

Conclusion

Despite the lack of significant change in TEQ scores, the qualitative findings from this pilot study revealed 4 key themes. These themes highlighted that, upon reflecting on their participation in the 360-degree video simulation, students understood the key attributes of empathy and recognized the value of providing empathetic care to patients and communication that promotes empathetic care. Further research is required to determine if 360-degree video is an effective method of simulation delivery to enhance empathy in pharmacy students.

查看原文本刊更多论文

求助全文

约1分钟内获得全文求助全文

来源期刊

American Journal of Pharmaceutical Education 医学-学科教育

CiteScore

4.30

自引率

15.20%

发文量

114

期刊介绍： The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors. After a manuscript is accepted, it is scheduled for publication in an upcoming issue of the Journal. All manuscripts are formatted and copyedited, and returned to the author for review and approval of the changes. Approximately 2 weeks prior to publication, the author receives an electronic proof of the article for final review and approval. Authors are not assessed page charges for publication.