Use of Simulation-based Teaching Methodologies in US Colleges and Schools of Pharmacy

摘要: Objectives. To characterize the use of high-fidelity mannequins and standardized patients in US pharmacy colleges schools. Methods. A survey instrument was sent to 105 doctor (PharmD) programs collect data on simulation identify barriers using simulation-based teaching methods. Results. Eighty-eight schools completed (response rate 84%). Of these, 14 did not or within curriculum. Top were logistical constraints high resource cost. Twenty-three used for introductory practice experiences (IPPEs), 34 interprofessional education, 68 evaluation at least 1 core competency prior advanced (APPEs). Conclusions. Although majority methodologies some extent curricula, role IPPEs, assessment competency-based skills could be expanded.