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Table of contents

Such challenges will need to be overcome to enable SBT to be fully utilised in clinical pharmacy training. However, many hospitals and institutions already have access to these resources, and engagement with the dedicated clinical skills or simulation teams could foster a collaboration to support a dedicated or interprofessional SBT programme for pharmacists.

Such collaboration could allow pharmacy faculties to develop and lead independently on their own SBT, creating opportunities to both drive the research agenda and contribute to the evidence base supporting SBT as a technique to help develop the skills of the pharmacy workforce.

Collective Simulation-Based Training in the U.S. Army

SBT is an innovative and flexible training modality that is being increasingly used within healthcare to enhance quality and support attainment of professional competence. Effective training is critical for acquisition of the diverse skills required of healthcare professionals to deliver safe, high-quality care, and SBT can help develop and assess performance. Its use within clinical pharmacy has not evolved to the same levels as in other areas of healthcare; however, it offers clear potential not only for pharmacy-specific training, but for crew resource management training for entire clinical teams — along with potential benefits for optimising both medication and patient safety.

Pharmacists interested in developing or participating in simulation-based training SBT should contact their local clinical skills and simulation leads to explore potential for learning opportunities.

The following links provide additional information and support for those interested in exploring developing SBT further:. The authors have no relevant affiliations or financial involvement with any organisation or entity with a financial interest in or financial conflict with the subject matter or materials discussed in this manuscript. No writing assistance was used in the production of this manuscript. You can use the following forms to record your learning and action points from this article from Pharmaceutical Journal Publications.

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You must be registered and logged into the site to do this. Any training, learning or development activities that you undertake for CPD can also be recorded as evidence as part of your RPS Faculty practice-based portfolio when preparing for Faculty membership. To start your RPS Faculty journey today, access the portfolio and tools at www. Improving the working relationship between doctors and pharmacists: is inter-professional education the answer? Adv Health Sci Educ Pract ;17 2 — The future of simulation in health care.

Qual Saf Health Care ;13 1 :2— Training and simulation for patient safety. Qual Saf Health Care ;19 2 :i34— Technical-skills training in the 21st century. N Engl J Med ;— A practical guide for medical teachers. Churchill Livingstone, London, Practice skill development through the use of human patient simulation. Am J Pharm Educ ;75 9 :Article Simulation and introductory pharmacy practice experiences. Am J Pharm Educ ;75 10 :Article Pharmacy student response to patient-simulation mannequins to teach performance-based pharmacotherapeutics.

Simulation-Based Learning: No Longer a Novelty in Undergraduate Education

Am J Pharm Educ ;70 3 :Article Human-simulation-based learning to prevent medication error: a systematic review. J Eval Clin Pract ;1— Mandatory updating — a lifetime commitment. Nurs Times ;3;87 48 — PMID: Use of a fictitious community-based virtual teaching platform to aid in the teaching of pharmacy practice skills: student perspectives after initial implementation. J Pharm Policy Pract ; A virtual practice environment to develop communication skills in pharmacy students. Am J Pharm Educ ;76 10 The feeling of what happens: body and emotion in the making of consciousness.

Harcourt Brace, New York, Theoretical foundations of learning through simulation. Semin Perinatol ;35 2 — Does team training improve team performance? A meta-analysis. Hum Factors ;50 6 — Simulation-based team training in healthcare. Simul Healthc ;6 7 :S14—S Chapter Professional communication and team collaboration. In: AHRQ. Agency for Healthcare Research and Quality, Maryland, Moving forward in patient safety: multidisciplinary team training. Semin Perinatol ;37 3 — The role of debriefing in simulation-based learning.

Simul Healthc ;2 2 — The modern practice of adult education. From pedagogy to andragogy. Revised and updated ed. Follett, Illinois, Experiential learning. Prentice-Hall, Michigan, How to give and receive constructive feedback. Pharm J ; Human Error. Cambridge University Press, UK, Simulation based training. BMJ ; Safety at the sharp end: a guide to non-technical skills. Ashgate Publishing, Surrey, UK, To Err Is Human: Building a safer health system.

An organisation with a memory. Report of an expert group on learning from adverse events in the NHS, chaired by the chief medical officer. The Stationery Office, London, Team training in the skies: does crew resource management CRM training work? Hum Factors ;43 4 — Safety at the sharp end: a guide to non-technical Skills.

Ashgate Publishing, Farnham, UK, Exploring the impact of prescribing error feedback on prescribing behaviour: a qualitative study. Res Social Adm Pharm ;14 6 — Team-training in healthcare: a narrative synthesis of the literature. BMJ Qual Saf ;23 5 — Medical education reimagined: a call to action. Acad Med ;88 10 — The flipped classroom: now or never? AANA J ;82 4 Understanding the flipped classroom: Part 2.

Medical Teacher ;37 4 — Am J Pharm Educ ;76 6 :Article The history of medical simulation. J Crit Care ;23 2 — Human simulators and standardized patients to teach difficult conversations to interprofessional healthcare teams. Am J Pharm Educ ;74 7 :Article Standardized patients in pharmacy education: an integrative literature review.

Curr Pharm Teach Learn ;7 6 — Simulation in medical education: Brief history and methodology. PPCR ;1 2 — The utility of simulation in medical education: what is the evidence? Mt Sinai J Med ;76 4 — Effectiveness of educational technology to improve patient care in pharmacy curricula. Am J Pharm Educ ;79 1 :Article A virtual patient software program to improve pharmacy student learning in a comprehensive disease management course.

Am J Pharm Educ ;77 8 :Article Patient simulation software to augment an advanced pharmaceutics course. Am J Pharm Educ ;75 2 :Article One drop at a time: research to advance the science of simulation. Simul Healthc ;5 1 :1—4. Use of simulation based on an electronic health records environment to evaluate the structure and accuracy of notes generated by medical scribes: proof-of-concept study. JMIR ;5 3 :e Cost-effectiveness of using standardized patients to assess student-pharmacist communication skills.

Am J Pharm Educ ;81 10 :Article Use of simulation-based teaching methodologies in US colleges and schools of pharmacy. Am J Pharm Educ ;77 3 :Article The history of simulation in medical education and possible future directions.

Simulation-Based Learning: No Longer a Novelty in Undergraduate Education

Med Educ ;40 3 — Debriefing with good judgment: combining rigorous feedback with genuine inquiry. Anesthesiol Clin ;25 2 — Simulation in healthcare education: a best evidence practical guide. AMEE guide no.


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Med Teach ;35 10 :e—e doi: Promoting excellence and reflective learning in simulation PEARLS : development and rationale for a blended approach to health care simulation debriefing. Simul Healthc ;10 2 — Manual of simulation in healthcare. How cultural-historical activity theory can inform interprofessional team debriefings.

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J Appl Psychol ;90 5 — Twelve tips for integrating team reflexivity into your simulation-based team training. Medical Teacher ;40 7 — Beyond the five rights: Improving patient safety in pediatric medication administration through simulation.

What To Debrief

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