Simulation-based learning and digital tools. A trial for Pharmacy Services
Keywords:cognitive ergonomics, interaction design, phygital, simulation, pharmacy services
This paper focuses, amidst a collective desire to re-appropriate sociality and a focus on the use of digital and ‘phygital’ practices to promote inclusion and diminish the human impact on the planet, on the choice of hybrid, physical or virtual modes of interaction as a function of punctual rather than generalised needs to foster a conscious and sustained digital transition in university education. The essay deals with the simulation method as an established tool in learning medical disciplines, declining it in an unprecedented scenario such as pharmaceuticals and experimenting with its digitisation. With a view to the development of integrated didactics between analogue and digital, the case study Pharmacy of Services provides the basis for an extended reflection on the future potential of university education.
Article Metrics Graph
Adrian, J. A. L., Zeszotarski, P. and Ma, C. (2015), “Developing pharmacy student communication skills through role-playing and active learning”, in American Journal of Pharmaceutical Education, vol. 79, issue 3, article 44, pp. 1-8. [Online] Available at: doi.org/10.5688/ajpe79344 [Accessed 26 September 2022].
Alinier, G. (2011), “Developing high-fidelity health care simulation scenarios – A guide for educators and professionals”, in Simulation & Gaming, vol. 42, issue 1, pp. 9-26. [Online] Available at: doi.org/10.1177%2F1046878109355683 [Accessed 26 September 2022].
Culén, A. L. and Karahasanović, A. (2022), “Towards responsible interaction design education”, in Lockton, D., Lenzi, S., Hekkert, P., Oak, A., Sádaba, J. and Lloyd, P. (eds), DRS2022 Conference Proceedings – Bilbao, 25 June-3 July, Bilbao, Spain, pp. 1-18. [Online] Available at: doi.org/10.21606/drs.2022.465 [Accessed 26 September 2022].
Di Russo, S. (2016), Understanding the behaviour of design thinking in complex environments, unpublished PhD Thesis, Swinburne University, Melbourne. [Online] Available at: researchbank.swinburne.edu.au/file/a312fc81-17d3-44b5-9cc7-7ceb48c7f277/1/Stefanie%20Di%20Russo%20Thesis.pdf [Accessed 26 September 2022].
Gibbs, G. (1998), Learning by Doing – A guide to Teaching and Learning methods, Fell, London. [Online] Available at: thoughtsmostlyaboutlearning.files.wordpress.com/2015/12/learning-by-doing-graham-gibbs.pdf [Accessed 26 September 2022].
Jackson, L. D. and Duffy, B. K. (eds) (1998), Health communication research – A guide to developments and directions, Greenwood Press, Westport (CT).
Lewis, J. R. (2018), “The system usability scale – Past, present, and future”, in International Journal of Human-Computer Interaction, vol. 34, issue 7, pp. 577-590. [Online] Available at: doi.org/10.1080/10447318.2018.1455307 [Accessed 10 October 2022].
Mir, K., Iqbal, M. and Shams, J. (2022), “Investigation of Students’ Satisfaction about H5P Interactive Video on MOODLE for Online Learning”, in International Journal of Distance Education and E-Learning, vol. 7, n. 1, pp. 71-82. [Online] Available at: doi.org/10.36261/ijdeel.v7i1.2228 [Accessed 26 September 2022].
Pence, P. L. (2022), “Student satisfaction and self-confidence in learning with virtual simulations”, in Teaching and Learning in Nursing, vol. 17, issue 1, pp. 31-35. [Online] Available at: doi.org/10.1016/j.teln.2021.07.008 [Accessed 10 October 2022].
Puglisi, G. (2016), “I servizi offerti dalla farmacia”, in Journal of Applied Ceremonial and Communication in Management, n. 3, pp. 19-27. [Online] Available at: ancic.it/images/rivista/17-Mindfulness-valutazione-e-trattamento.pdf [Accessed 26 September 2022].
Schunk, D. H. and Zimmerman, B. J. (1998), Self-regulated learning, from teaching to self-reflective practice, The Guilford Press, New York.
Singleton, R. and Charlton, A. (2019), “Creating H5P content for active learning”, in Pacific Journal of Technology Enhanced Learning, vol. 2, issue 1, pp. 13-14. [Online] Available at: doi.org/10.24135/pjtel.v2i1.32 [Accessed 26 September 2022].
Sponton, A. and Iadeluca, A. (2014), La simulazione nell’infermieristica – Metodologie, tecniche e strategie per la didattica, Casa Editrice Ambrosiana, Milano.
Wallman, A., Vaudan, C. and Sporrong, S. K. (2013), “Communications training in pharmacy education, 1995-2010”, in American Journal of Pharmaceutical Education, vol. 77, issue 2, article 36, pp. 1-9. [Online] Available at: ncbi.nlm.nih.gov/pmc/articles/PMC3602860/ [Accessed 26 September 2022].
Wehling, J., Volkenstein, S., Dazert, S., Wrobel, C., van Ackeren, K., Johannsen, K. and Dombrowski, T. (2021), “Fast-track flipping – Flipped classroom framework development with open-source H5P interactive tools”, in BMC Medical Education, vol. 21, article 351, pp. 1-10. [Online] Available at: doi.org/10.1186/s12909-021-02784-8 [Accessed 26 September 2022].
Zannini, L. (2005), La tutorship nella formazione degli adulti – Uno sguardo pedagogico, Guerrini Scientifica, Milano.
How to Cite
Copyright (c) 2022 Fabrizio Bracco, Maria Carola Morozzo della Rocca, Federica Delprino, Silvia Pregaglia
This work is licensed under a Creative Commons Attribution 4.0 International License.
This Journal is published under Creative Commons Attribution Licence 4.0 (CC-BY).
License scheme | Legal code
This License allows anyone to:
Share: copy and redistribute the material in any medium or format.
Adapt: remix, transform, and build upon the material for any purpose, even commercially.
Under the following terms
Attribution: Users must give appropriate credit, provide a link to the license, and indicate if changes were made; users may do so in any reasonable manner, but not in any way that suggests the licensor endorses them or their use.
No additional restrictions: Users may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Users do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
No warranties are given. The license may not give users all of the permissions necessary for their intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.