Do simulation exercises affect pharmacy students’ self-efficacy in providing pharmaceutical care according to Bandura’s self-efficacy theory? – a pilot study

Abstract

Abstract Introduction. The transformation of the role of a pharmacist from a drug dispenser to an advisor and patient educator, partially accelerated by COVID-19 pandemic, requires a thorough change in the pharmacy curriculum. Preparation for the provision of modern pharmaceutical services requires the use of the most advanced teaching methods, such as pharmaceutical simulation. Knowledge alone does not guarantee the students’ readiness and motivation to take on new challenges in their professional work, but it seems crucial that graduates of medical faculties have the ability to use their knowledge in practice, also in new and non-standard situations. Aim of the study. The aim of the study was to assess the impact of simulation exercises on self-efficacy according to the Bandura's theory and self-assessment of the students in the provision of education services for a diabetic patient. Study setting. The questionnaire-based study was conducted during pharmaceutical care peer role-play classes in a simulation environment with a debriefing session among 85 final year pharmacy students at Poznan University of Medical Sciences, Poland. It consisted of two surveys: General Self-Efficacy Scale (GSE) and a pre-post self-assessment and self-efficacy questionnaire. Results. It was revealed that there is a positive correlation between GSE and self-efficacy (R = 0.52, p < 0.0001). There was also a statistically significant increase in the post-self-assessment of all the skills and competencies included in the survey in the field of pharmaceutical care of a patient with diabetes compared to the pre values (p < 0.001). Also, the students' self-efficacy regarding communication with the patient was higher than before the classes (4.85 vs. 6.26, p < 0.001). Conclusions. The peer-role play active teaching method turned out to be a cost-effective method that allows to increase the self-assessment and self-efficacy of a pharmacy students in the diabetic patient pharmaceutical care. Further in-depth research is needed to fully confirm the effectiveness of simulation exercises in teaching pharmacy undergraduates.