Working Together in the Pharmacy: Promoting Practice Readiness to Full Scope

Abstract

This project developed three virtual immersive simulations for pharmacy and pharmacy technician students in Ontario reflecting current issues in pharmacy practice, promoting intra-professional collaboration and social cohesion. The three patient care scenarios are: 1. an elderly patient with symptoms of the common cold, 2. a child with a rash requiring a non-sterile compounded prescription, and 3. a pregnant woman with questions about the COVID-19 vaccine. While registered pharmacists and pharmacy technicians work together in a community setting, learning opportunities for students from these disciplines were needed to promote collaboration and understanding of each other’s scopes of practice. As a result of the recent expansion of pharmacists’ scope of practice, coupled with the relatively new registration of pharmacy technicians in Ontario, gaps have emerged in the understanding of each of the respective roles. The virtual simulations address these gaps by providing an immersive learning environment via innovative interactive technology/text-based storytelling platform for students to hone practice skills, increase self-efficacy, and recognize the importance of collaborative practice. The pedagogical design underpinning development of these simulations is informed by the “backwards design” process to ensure alignment of outcomes with learning activities and assessments (Wiggins & McTighe, 2005). Additionally, our simulations are informed by Winn’s serious game design framework (2009) to ensure the user experience is aligned with intended learning objectives. Simulations include in-case formative assessments for learning in real-time and responses receive instant feedback, including explanations/justifications for correct and incorrect choices to align with responsive instruction. The design process included applying an intra-professional/ inter-professional collaborative approach to scenario development including pharmacists and pharmacy technicians, students from both disciplines, and education support experts. Simulations also focused on building social and emotional well-being through reduced anxiety around intra-professional collaboration within a community pharmacy practice setting prior to experiential learning and ultimately licensing exams.

References: • Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded Second Edition). Alexandria, VA, USA: Association for Supervision & Curriculum Development (ASCD). • Winn, B. M. (2009). The design, play, and experience framework. In Handbook of research on effective electronic gaming in education (pp. 1010-1024). IGI Global.