Ahmed M Gharib, Ivan K Bindoff, Gregory M Peterson, Mohammed S Salahudeen
{"title":"教育工作者和学术领袖对将计算机模拟纳入药学教育的见解：一项全球定性研究。","authors":"Ahmed M Gharib, Ivan K Bindoff, Gregory M Peterson, Mohammed S Salahudeen","doi":"10.1016/j.ajpe.2025.101433","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>To explore the perspectives of pharmacy educators and academic leaders on the barriers, facilitators, and future directions for implementing computer-based simulation (CBS) in pharmacy practice education.</p><p><strong>Methods: </strong>An exploratory qualitative approach was employed, using semi-structured interviews to gather perspectives from pharmacy educators and academic leaders. A total of 41 participants were invited, and responses from the 25 interviewees were analysed through reflexive thematic analysis to identify key themes related to barriers, facilitators, and potential future directions for CBS integration in pharmacy practice education.</p><p><strong>Results: </strong>Twenty-five participants from 21 countries were included in this study. Educators and leaders were generally consistent in terms of identified themes but differed in their focus; educators emphasised practical challenges related to classroom implementation, while leaders prioritised strategic considerations and institutional goals. The analysis revealed several barriers, particularly workload burdens, resource constraints, scepticism about CBS's ability to achieve desired learning outcomes, personal beliefs and cultural norms. Facilitators included strong Institutional support via training, alignment with institutional goals, and the presence of advocacy by champions. Future strategies emphasised the importance of interprofessional learning, joint simulation across health professions, institutional partnerships, and leveraging artificial intelligence (AI) to enhance CBS's scalability, interactivity, and personalisation.</p><p><strong>Conclusions: </strong>This study identifies key barriers and facilitators to the integration of CBS in pharmacy practice education and underscores the transformative potential of AI in overcoming these challenges. AI was identified as a promising tool for automating assessments, generating scenarios, reducing educator workloads, and improving learning outcomes. Future efforts should prioritize scalable, evidence-based strategies to maximize the impact of CBS on learning outcomes.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101433"},"PeriodicalIF":3.8000,"publicationDate":"2025-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Educators' and Academic Leaders' Insights on Incorporating Computer-Based Simulation in Pharmacy Education: A Global Qualitative Study.\",\"authors\":\"Ahmed M Gharib, Ivan K Bindoff, Gregory M Peterson, Mohammed S Salahudeen\",\"doi\":\"10.1016/j.ajpe.2025.101433\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Objective: </strong>To explore the perspectives of pharmacy educators and academic leaders on the barriers, facilitators, and future directions for implementing computer-based simulation (CBS) in pharmacy practice education.</p><p><strong>Methods: </strong>An exploratory qualitative approach was employed, using semi-structured interviews to gather perspectives from pharmacy educators and academic leaders. A total of 41 participants were invited, and responses from the 25 interviewees were analysed through reflexive thematic analysis to identify key themes related to barriers, facilitators, and potential future directions for CBS integration in pharmacy practice education.</p><p><strong>Results: </strong>Twenty-five participants from 21 countries were included in this study. Educators and leaders were generally consistent in terms of identified themes but differed in their focus; educators emphasised practical challenges related to classroom implementation, while leaders prioritised strategic considerations and institutional goals. The analysis revealed several barriers, particularly workload burdens, resource constraints, scepticism about CBS's ability to achieve desired learning outcomes, personal beliefs and cultural norms. Facilitators included strong Institutional support via training, alignment with institutional goals, and the presence of advocacy by champions. Future strategies emphasised the importance of interprofessional learning, joint simulation across health professions, institutional partnerships, and leveraging artificial intelligence (AI) to enhance CBS's scalability, interactivity, and personalisation.</p><p><strong>Conclusions: </strong>This study identifies key barriers and facilitators to the integration of CBS in pharmacy practice education and underscores the transformative potential of AI in overcoming these challenges. AI was identified as a promising tool for automating assessments, generating scenarios, reducing educator workloads, and improving learning outcomes. Future efforts should prioritize scalable, evidence-based strategies to maximize the impact of CBS on learning outcomes.</p>\",\"PeriodicalId\":55530,\"journal\":{\"name\":\"American Journal of Pharmaceutical Education\",\"volume\":\" \",\"pages\":\"101433\"},\"PeriodicalIF\":3.8000,\"publicationDate\":\"2025-06-11\",\"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://doi.org/10.1016/j.ajpe.2025.101433\",\"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}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Pharmaceutical Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1016/j.ajpe.2025.101433","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}
Educators' and Academic Leaders' Insights on Incorporating Computer-Based Simulation in Pharmacy Education: A Global Qualitative Study.
Objective: To explore the perspectives of pharmacy educators and academic leaders on the barriers, facilitators, and future directions for implementing computer-based simulation (CBS) in pharmacy practice education.
Methods: An exploratory qualitative approach was employed, using semi-structured interviews to gather perspectives from pharmacy educators and academic leaders. A total of 41 participants were invited, and responses from the 25 interviewees were analysed through reflexive thematic analysis to identify key themes related to barriers, facilitators, and potential future directions for CBS integration in pharmacy practice education.
Results: Twenty-five participants from 21 countries were included in this study. Educators and leaders were generally consistent in terms of identified themes but differed in their focus; educators emphasised practical challenges related to classroom implementation, while leaders prioritised strategic considerations and institutional goals. The analysis revealed several barriers, particularly workload burdens, resource constraints, scepticism about CBS's ability to achieve desired learning outcomes, personal beliefs and cultural norms. Facilitators included strong Institutional support via training, alignment with institutional goals, and the presence of advocacy by champions. Future strategies emphasised the importance of interprofessional learning, joint simulation across health professions, institutional partnerships, and leveraging artificial intelligence (AI) to enhance CBS's scalability, interactivity, and personalisation.
Conclusions: This study identifies key barriers and facilitators to the integration of CBS in pharmacy practice education and underscores the transformative potential of AI in overcoming these challenges. AI was identified as a promising tool for automating assessments, generating scenarios, reducing educator workloads, and improving learning outcomes. Future efforts should prioritize scalable, evidence-based strategies to maximize the impact of CBS on learning outcomes.
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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.
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