Integration of an extended, immersive, gamified pharmacy simulation as a capstone event

View/ Open
File version
Version of Record (VoR)
Author(s)
Hope, Denise L
Grant, Gary D
Rogers, Gary D
King, Michelle A
Year published
2021
Metadata
Show full item recordAbstract
Introduction: A gamified simulation was integrated as a capstone event for a new Australian undergraduate pharmacy programme. It aimed to consolidate previous learning and deliver an authentic activity aligned with self-determination theory to develop students’ professional identity and enhance their competence, confidence, and collaborative skills.
Description: A full-environment immersive simulation was constructed in which teams of final-year pharmacy students competitively managed their own virtual pharmacies over an extended period. Gamification of the simulation aimed to enhance student motivation and engagement ...
View more >Introduction: A gamified simulation was integrated as a capstone event for a new Australian undergraduate pharmacy programme. It aimed to consolidate previous learning and deliver an authentic activity aligned with self-determination theory to develop students’ professional identity and enhance their competence, confidence, and collaborative skills. Description: A full-environment immersive simulation was constructed in which teams of final-year pharmacy students competitively managed their own virtual pharmacies over an extended period. Gamification of the simulation aimed to enhance student motivation and engagement while recognising the consequences of clinical and professional decision-making. Evaluation: Four years of gamified simulation encouraged outstanding student attendance and engagement. The quantitative evaluation revealed high student satisfaction (mean 4.7 out of 5) of the host courses, while the qualitative evaluation revealed that intended outcomes were met through the delivery of authentic, consolidated learning and enhancement of student confidence and professional identity. Conclusion: An extended, gamified simulation may provide a transformative learning event.
View less >
View more >Introduction: A gamified simulation was integrated as a capstone event for a new Australian undergraduate pharmacy programme. It aimed to consolidate previous learning and deliver an authentic activity aligned with self-determination theory to develop students’ professional identity and enhance their competence, confidence, and collaborative skills. Description: A full-environment immersive simulation was constructed in which teams of final-year pharmacy students competitively managed their own virtual pharmacies over an extended period. Gamification of the simulation aimed to enhance student motivation and engagement while recognising the consequences of clinical and professional decision-making. Evaluation: Four years of gamified simulation encouraged outstanding student attendance and engagement. The quantitative evaluation revealed high student satisfaction (mean 4.7 out of 5) of the host courses, while the qualitative evaluation revealed that intended outcomes were met through the delivery of authentic, consolidated learning and enhancement of student confidence and professional identity. Conclusion: An extended, gamified simulation may provide a transformative learning event.
View less >
Journal Title
Pharmacy Education
Volume
21
Copyright Statement
© 2021 International Pharmaceutical Federation. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Subject
Pharmacology and pharmaceutical sciences