Online virtual-patient cases versus traditional problem-based learning in advanced pharmacy practice experiences

Abstract

Objective. To evaluate the efficacy of faculty-led problem-based learning (PBL) vs online simulatedpatient case in fourth-year (P4) pharmacy students. Design. Fourth-year pharmacy students were randomly assigned to participate in either online branchedcase learning using a virtual simulation platform or a small-group discussion. Preexperience and postexperience student assessments and a survey instrument were completed. Evaluation. While there were no significant differences in the preexperience test scores between the groups, there was a significant increase in scores in both the virtual-patient group and the PBL group between the preexperience and postexperience tests. The PBL group had higher postexperience test scores (74.8±11.7) than did the virtual-patient group (66.5±13.6) (p50.001). Conclusion. The PBL method demonstrated significantly greater improvement in postexperience test scores than did the virtual-patient method. Both were successful learning methods, suggesting that a diverse approach to simulated patient cases may reach more student learning styles.