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Experiential Learning in a Gamified Pharmacy Simulation: A Qualitative Exploration Guided by Semantic Analysis

Hope, DL, Rogers, Gary, Grant, GD and King, MA 2021, Experiential Learning in a Gamified Pharmacy Simulation: A Qualitative Exploration Guided by Semantic Analysis, Pharmacy, vol. 9, no. 2, pp. 1-12, doi: 10.3390/pharmacy9020081.

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Title Experiential Learning in a Gamified Pharmacy Simulation: A Qualitative Exploration Guided by Semantic Analysis
Author(s) Hope, DL
Rogers, Gary
Grant, GD
King, MA
Journal name Pharmacy
Volume number 9
Issue number 2
Article ID 81
Start page 1
End page 12
Total pages 12
Publisher MDPI
Place of publication Basel, Switzerland
Publication date 2021
ISSN 2226-4787
2226-4787
Keyword(s) active learning
EDUCATION
experiential learning
gamification
Life Sciences & Biomedicine
MOTIVATION
Pharmacology & Pharmacy
pharmacy education
Science & Technology
simulation
STUDENTS
UNDERGRADUATE
Summary Experiential learning is an important component of pharmacist education and is primarily achieved through supervised placement or simulation. This study explored senior pharmacy students’ experiential learning in an extended, immersive, gamified simulation, conducted as a capstone learning activity toward the end of their final year of study, consolidating all prior learning and preparing students for intern practice. The simulation aimed to enhance student confidence, competence and collaboration. The three-week activity involved student teams competitively managing simulated pharmacies, assuming the role of pharmacists to complete all scaffolded assessments, including dispensing prescriptions, clinical cases, verbal counselling, simulated patient cases, interprofessional collaboration, and assignments. Assessments were marked continuously, with consequences of practice acknowledged through gain or loss of ‘patients’ for the pharmacy. From 2016 to 2018, 123 students completed multiple individual reflective journals (n = 733). Reflective journals were analyzed to explore the student experience, using a mixed methods approach. Initial Leximancer® 4.51 semantic analysis guided thematic analysis, conducted in NVivo® 12. The major themes that emerged were teamwork, patient-centeredness, medicines provision, future practice, and the learning experience. Student participants reported an intense and emotional experience in the gamified simulation, with many students revealing transformation in their skills, behaviors and attitudes over its duration.
Language eng
DOI 10.3390/pharmacy9020081
Field of Research 1115 Pharmacology and Pharmaceutical Sciences
HERDC Research category C1 Refereed article in a scholarly journal
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30150255

Document type: Journal Article
Collections: Faculty of Health
School of Medicine
Open Access Collection
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.