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

探讨360度视频模拟对药学学生共情的影响。

目的：探讨虚拟现实（VR） 360度视频模拟对药学学生共情能力的影响。方法：采用360度视频技术对药学一年级学生进行同步现场模拟。这个四分钟的沉浸式视频是从病人的角度开发的，以提高学习者的理解和增加对病人的同情。共情评估使用多伦多共情问卷（TEQ）进行模拟前后管理，并在模拟后回答开放式反思问题。结果：44名学生参与了模拟。共有12名学生在模拟前后完成了TEQ测试。在模拟前后，TEQ得分没有统计学上的显著变化。研究人员分析了参与模拟的所有44名学生的书面外卖回复。定性分析揭示了以下主题：沉默斗争、以患者为中心、安全环境和沟通。结论：尽管TEQ得分没有显著变化，但本初步研究的定性结果揭示了四个关键主题。这些主题强调，通过参与360度视频模拟，学生们了解了移情的关键属性，并认识到为患者提供移情护理和促进移情护理的沟通的价值。需要进一步的研究来确定360度视频是否是一种有效的模拟传递方法来增强药学学生的同理心。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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.