Mannequin-Simulator as a New Teaching and Learning Method in Performance-Based Pharmacotherapy

Introduction: Active learning approach is deemed to be important for performance-based education. Aims: Objectives of this study were to report experience in employing a mannequin-based case assessment of pharmacotherapy for pharmacy students and to seek students’ opinion on the usefulness of this approach. Methods: Students were exposed to a standardised heart failure case using mannequin-simulator and were asked to evaluate the medication prescribed and to manage any drug related problems. Performance grade of the students was evaluated based on participation and a written report. A cross-sectional survey was utilised to identify the students’ perception on the simulation experience. The survey consisted of six statements related to the simulation and three statements related to the clinical pharmacy and pharmacotherapy. Results: A total of 81 students completed the survey. The median grade for the cohort was seven out of ten marks. Before exposure to the session, 86.4% of the students agreed that clinical pharmacy is interesting, only 29.6% of the students agreed that pharmacotherapy is easy to learn and 60.5% of the cohort agreed they are confident to provide clinical pharmacy services. After exposure to the session, 82.7% of the students agreed that the session has enhanced their interest in pharmacotherapy, 91% of the cohort agreed that this simulation provided an opportunity to utilise their theoretical knowledge, 79% of the students stated the experience has developed their skills to solve pharmacotherapy related problems. Up to 76.5% of the cohort enjoyed the simulation session. Conclusion: The students value mannequin-based pharmacotherapy teaching and learning as effective and interesting.