RESUMO
Background: Virtual reality (VR) has not been used in pharmacy education when teaching sterile compounding. Objective: The objective of this study was to describe the development of a VR 360 video for second-year student pharmacists. The secondary objective was to assess the VR experience, specifically on participants' knowledge and performance in sterile compounding, as well as the VR video demands and efforts. Methods: This cross-sectional, open-label randomized study developed a VR 360 video introducing sterile compounding, created with Insta360 Pro and GoPro cameras. The video creation required two individuals to record and one individual to edit for approximately 12 hours of creation time. Participants' knowledge and performance were assessed through ten knowledge questions and the class activity rubric. The NASA Task Load Index (TLX) measured the VR experience demands and efforts for the VR sterile compounding introduction. Results: Of the 98 second-year student pharmacists, 19 consented to the study with 7 in the VR group and 12 controls. Student knowledge increased from 6.33 (0.8) to 8 (1.2) for the VR group and 7 (0.7) to 8 (0.7) for the control group. Performance for the classroom activity was 23.71 (0.3) for the VR group and 22.96 (0.9) for the control group. The NASA TLX values demonstrated positive findings for the VR experience. Conclusion: With the limited study enrollment, comparative analysis between standard materials and the VR 360 video could not be determined. This article describes the creation of a VR sterile compounding 360 video with excerpts included. Future studies to compare traditional materials to VR will be completed in the future.
RESUMO
BACKGROUND: Yale New Haven Health (YNHH) implemented a pharmacy technician training program in 2016. The curriculum includes 14 weeks of combined didactic and simulation hours (280 h in total), followed by 360 h of experiential learning. MyDispense, an online pharmacy simulation, allows students to develop and practice their dispensing skills in a safe environment with minimal consequences for mistakes. We describe a novel innovation, expanding the functionality of MyDispense to the training of pharmacy technicians. METHODS: Technician training coordinator, supervisor, faculty members with experience in MyDispense, and experiential pharmacy students created cases within the MyDispense software that were targeted towards pharmacy technician activities. Activities were aligned with current American Society of Health-System Pharmacists (ASHP)-Accreditation Council for Pharmacy Education (ACPE) Accreditation Standards for pharmacy technician education and training programs. RESULTS: A total of 14 cases were developed to be utilized in student technician training, and account for approximately 14 h of simulation. CONCLUSIONS: MyDispense is an innovative software that could allow students to access and complete exercises, and to continue developing dispensing skills in a safe, remote environment. We identified similarities between activities performed by student pharmacists and student pharmacy technicians, expanding MyDispense to a new learner group to practice, develop and be assessed on dispensing skills within their scope, as part of a formal technician training program and in preparation for the Pharmacy Technician Certification Examination (PTCE).
