Integrated simulation-based skills assessment for evaluating pharmacist competence: A scoping review

Croft, HA; Glass, B; Gilligan, C; Rasiah, R; Levett-Jones, T

Integrated simulation-based skills assessment for evaluating pharmacist competence: A scoping review

Croft, HA Glass, B Gilligan, C Rasiah, R Levett-Jones, T

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Publication Type:: Journal Article
Citation:: Pharmacy Education, 2019, 19 (1), pp. 381 - 396
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Croft, HA	en_US
dc.contributor.author	Glass, B	en_US
dc.contributor.author	Gilligan, C	en_US
dc.contributor.author	Rasiah, R	en_US
dc.contributor.author	Levett-Jones, T https://orcid.org/0000-0003-4279-8957	en_US
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	Pharmacy Education, 2019, 19 (1), pp. 381 - 396	en_US
dc.identifier.issn	1560-2214	en_US
dc.identifier.uri	http://hdl.handle.net/10453/138241
dc.description.abstract	© 2019 FIP. Background: Integrated assessment of health professional competence more closely represents performance of tasks in clinical practice, than assessment models that evaluate fragmented competencies. Simulation continues to expand the range of assessment methods available for training healthcare professionals, however, there is limited understanding of the potential use of integrated simulation-based assessments in pharmacy education. Objective: To review the range of integrated simulation-based assessments used across the healthcare professions, and explore their applicability to pharmacy education. Methods: Medline, International Pharmaceutical Abstracts (IPA), EMBASE, CINAHL, ERIC and Scopus were searched for articles in English published between January 1975 and May 2019, to identify studies that reported on the use of integrated simulation-based assessments in medicine, nursing, allied health and pharmacy. Results: Searches identified 2, 440 records for screening; 59 full-text articles were screened for eligibility, with a total of 20 studies meeting the inclusion criteria for the review. The findings show evidence for a variety of simulation approaches to enable the evaluation of integrated competencies, however the validity and reliability of such approaches is less well documented. Most studies have been conducted in medicine, nursing and allied health with only two studies conducted in pharmacy. All studies used multidimensional assessment instruments but only fourteen were tested for reliability and validity. Conclusion: Despite the limited number of published studies specifically pertaining to integrated simulation-based assessment in pharmacy, the current approach in other healthcare disciplines provides support for future application in pharmacy.	en_US
dc.relation.ispartof	Pharmacy Education	en_US
dc.subject.classification	Education	en_US
dc.title	Integrated simulation-based skills assessment for evaluating pharmacist competence: A scoping review	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	19	en_US
utslib.for	1115 Pharmacology and Pharmaceutical Sciences	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	open_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	19	en_US

Abstract:

© 2019 FIP. Background: Integrated assessment of health professional competence more closely represents performance of tasks in clinical practice, than assessment models that evaluate fragmented competencies. Simulation continues to expand the range of assessment methods available for training healthcare professionals, however, there is limited understanding of the potential use of integrated simulation-based assessments in pharmacy education. Objective: To review the range of integrated simulation-based assessments used across the healthcare professions, and explore their applicability to pharmacy education. Methods: Medline, International Pharmaceutical Abstracts (IPA), EMBASE, CINAHL, ERIC and Scopus were searched for articles in English published between January 1975 and May 2019, to identify studies that reported on the use of integrated simulation-based assessments in medicine, nursing, allied health and pharmacy. Results: Searches identified 2, 440 records for screening; 59 full-text articles were screened for eligibility, with a total of 20 studies meeting the inclusion criteria for the review. The findings show evidence for a variety of simulation approaches to enable the evaluation of integrated competencies, however the validity and reliability of such approaches is less well documented. Most studies have been conducted in medicine, nursing and allied health with only two studies conducted in pharmacy. All studies used multidimensional assessment instruments but only fourteen were tested for reliability and validity. Conclusion: Despite the limited number of published studies specifically pertaining to integrated simulation-based assessment in pharmacy, the current approach in other healthcare disciplines provides support for future application in pharmacy.

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http://hdl.handle.net/10453/138241