Using immersive simulation to engage student learners in a nonsterile compounding skills laboratory course

Abstract

Background and purpose: Although immersive simulation has been applied successfully in multiple pharmacy education settings, none have been used thus far in nonsterile compounding. The objective of this study was to increase student knowledge and confidence when compounding a natural nonsterile product during an immersive simulation.

Educational activity and setting: The immersive simulation activity was taught over two weeks in a third year advanced nonsterile compounding elective. The first week focused on the extraction of an active ingredient from yarrow, a natural product. The second week immersed the students into an apocalypse simulation to compound a product using the concentrated yarrow extract for a patient who developed a dental infection, using limited resources and supplies. Knowledge and confidence changes were assessed with a pre- and post-assessment. Students' compounded nonsterile products were assessed with the course rubric. Student feedback on the activity was obtained with two open-ended questions.

Findings: All 30 students extracted the active ingredient from yarrow leaves and created a unique mouthwash scoring an average (SD) of 8.1 (1) out of 10 points on their graded compounded product. There was a significant increase in the overall knowledge assessment score. All student confidence assessment questions increased on the post-assessment. Student feedback was overwhelmingly positive for the immersive simulation.

Summary: An immersive simulation improved students' overall knowledge and confidence in compounding a natural nonsterile product. Schools can utilize a similar approach to teach compounding skills for emergency preparedness.

Keywords: Immersive simulation; Nonsterile compounding; Simulation teaching; Skills laboratory.