Using simplistic simulations to enhance learning in a nephrology pharmacotherapeutics module

The purpose of this study was to evaluate the effect of a simplistic simulation exercise in a nephrology module on pharmacy students’ learning in a three-year concentrated curriculum. Second year pharmacy students participated in a two-part simulation on electrolyte imbalances and dialysis in a nephrology pharmacotherapeutics module. Students completed a seven-item anonymous survey at the end of the simulation on a five-point Likert scale to examine the effect of the simulation and their attitudes to the exercise. Additionally, exam scores were assessed at the end of the module to measure learning. A total of 65 students completed the activity. Seventy-eight percent of students agreed that the simulation was a valuable learning experience and 76.9% reported that the simulations gave them real-world knowledge. Exam scores in the group who performed the simulations were higher on the assessment compared to those without the experience (p < 0.01) Participation in the simulation had positive effects on students’ attitudes, learning, and exam scores. This experience was a successful active-learning method for enhancing learning in pharmacy education.