Impact of Low-Fidelity Simulation Based Learning in a Cardiovascular Pharmacotherapy Module
DOI:
https://doi.org/10.46328/ijonest.117Keywords:
Simulation, Low Fidelity Simulation, Active Learning Strategies, Practice Quizzes, Graduate StudentsAbstract
To determine the impact of low-fidelity simulation (LFS) on the comprehension of 5 major cardiovascular diseases in a pharmacotherapy module. Study population included pharmacy students enrolled in the cardiovascular pharmacotherapy from 2020-2022. Baseline knowledge was obtained by comparing practice quiz answers to corresponding exam questions. Near the course end, answers from the LFS patient case involving the 5 diseases were compared to corresponding final exam questions. The percentage correct was compared to see if LFS has more impact than practice quizzes on exam grades. All groups showed approximately the same percentage correct exam questions from practice quizzes. LFS was superior to practice quizzes in percentage correct on exam questions in 4/5 disease states for the class enrolled in 2021. However, opposite results were shown for the class enrolled in 2022, with practice quizzes showing a larger improvement over the LFS activity on exam questions in all 5 disease states. Although data was mixed, the use of LFS is a viable addition to classroom learning in complicated pharmacotherapy courses. There is a paucity of literature published to date in the health sciences literature on the use of LFS; therefore, this adds to the body of evidence to support learning via simulation.Downloads
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