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Integration of an extended, immersive, gamified pharmacy simulation as a capstone event
journal contribution
posted on 2021-01-01, 00:00 authored by Denise L Hope, Gary D Grant, Gary RogersGary Rogers, Michelle A KingIntroduction: A gamified simulation was integrated as a capstone event for a new Australian undergraduate pharmacy programme. It aimed to consolidate previous learning and deliver an authentic activity aligned with self-determination theory to develop students’ professional identity and enhance their competence, confidence, and collaborative skills.
Description: A full-environment immersive simulation was constructed in which teams of final-year pharmacy students competitively managed their own virtual pharmacies over an extended period. Gamification of the simulation aimed to enhance student motivation and engagement while recognising the consequences of clinical and professional decision-making.
Evaluation: Four years of gamified simulation encouraged outstanding student attendance and engagement. The quantitative evaluation revealed high student satisfaction (mean 4.7 out of 5) of the host courses, while the qualitative evaluation revealed that intended outcomes were met through the delivery of authentic, consolidated learning and enhancement of student confidence and professional identity.
Conclusion: An extended, gamified simulation may provide a transformative learning event.
Description: A full-environment immersive simulation was constructed in which teams of final-year pharmacy students competitively managed their own virtual pharmacies over an extended period. Gamification of the simulation aimed to enhance student motivation and engagement while recognising the consequences of clinical and professional decision-making.
Evaluation: Four years of gamified simulation encouraged outstanding student attendance and engagement. The quantitative evaluation revealed high student satisfaction (mean 4.7 out of 5) of the host courses, while the qualitative evaluation revealed that intended outcomes were met through the delivery of authentic, consolidated learning and enhancement of student confidence and professional identity.
Conclusion: An extended, gamified simulation may provide a transformative learning event.
History
Journal
Pharmacy EducationVolume
21Issue
1Pagination
656 - 669Publisher
Taylor & FrancisLocation
London, Eng.Publisher DOI
ISSN
1477-2701eISSN
1477-2701Language
EnglishPublication classification
C1 Refereed article in a scholarly journalUsage metrics
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