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“Living” the Life of a Diabetic – Impact of Patient Simulations in a Didactic Course.

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Abstract:

Objective: To incorporate patient simulations to foster pharmacy students’ awareness of medical and psychosocial challenges faced by diabetic patients. Methods: Empathy for the diverse health and psychosocial challenges faced by patients with chronic diseases are essential components of effective delivery of pharmaceutical care. Pharmacy students enrolled in a diabetes elective course are required to complete a patient simulation exercise over two weeks. During week one, students simulate the life of a diabetic patient with comorbidities by performing such activities as taking multiple “medications”, “testing” blood glucose, performing daily foot exam, and adhering to a dietary regimen. Students perform these simulations as if they were diagnosed with these conditions and must learn how to manage their own care accordingly. During week two, one of four psychosocial challenges (financial, language, literacy, or age) is incorporated into the simulations and students learn how to cope with these barriers. Relevant patient counseling aids are also identified and improvised. Students write journal entries and a summary reflection paper describing their experiences. Results: Students’ journal entries, reflection papers, and results from the Jefferson Scale of Physician Empathy questionnaire will be reviewed to determine the impact of the patient simulations. Implications: Providing effective pharmaceutical care requires a true appreciation of the patients’ medical and psychosocial challenges. The patient simulation educational tool is directly transferable to any school of pharmacy. Similar patient simulation tools focusing on other chronic diseases can be incorporated into the pharmacy curriculum to foster students’ therapeutic and cultural competency.
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Association:
Name: American Association of Colleges of Pharmacy
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http://www.aacp.org


Citation:
URL: http://citation.allacademic.com/meta/p119015_index.html
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MLA Citation:

Dang, Devra., Chen, Judy., Lee, Jennifer. and Bennett, Robert. "“Living” the Life of a Diabetic – Impact of Patient Simulations in a Didactic Course." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA, Jul 05, 2006 <Not Available>. 2013-12-16 <http://citation.allacademic.com/meta/p119015_index.html>

APA Citation:

Dang, D. K., Chen, J. T., Lee, J. J. and Bennett, R. W. , 2006-07-05 "“Living” the Life of a Diabetic – Impact of Patient Simulations in a Didactic Course." Paper presented at the annual meeting of the American Association of Colleges of Pharmacy, Sheraton San Diego Hotel & Marina, San Diego, California, USA <Not Available>. 2013-12-16 from http://citation.allacademic.com/meta/p119015_index.html

Publication Type: Abstract
Abstract: Objective: To incorporate patient simulations to foster pharmacy students’ awareness of medical and psychosocial challenges faced by diabetic patients. Methods: Empathy for the diverse health and psychosocial challenges faced by patients with chronic diseases are essential components of effective delivery of pharmaceutical care. Pharmacy students enrolled in a diabetes elective course are required to complete a patient simulation exercise over two weeks. During week one, students simulate the life of a diabetic patient with comorbidities by performing such activities as taking multiple “medications”, “testing” blood glucose, performing daily foot exam, and adhering to a dietary regimen. Students perform these simulations as if they were diagnosed with these conditions and must learn how to manage their own care accordingly. During week two, one of four psychosocial challenges (financial, language, literacy, or age) is incorporated into the simulations and students learn how to cope with these barriers. Relevant patient counseling aids are also identified and improvised. Students write journal entries and a summary reflection paper describing their experiences. Results: Students’ journal entries, reflection papers, and results from the Jefferson Scale of Physician Empathy questionnaire will be reviewed to determine the impact of the patient simulations. Implications: Providing effective pharmaceutical care requires a true appreciation of the patients’ medical and psychosocial challenges. The patient simulation educational tool is directly transferable to any school of pharmacy. Similar patient simulation tools focusing on other chronic diseases can be incorporated into the pharmacy curriculum to foster students’ therapeutic and cultural competency.

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