• Lindsay B Curtin, Laura A Finn, Quinn A Czosnowski, Craig B Whitman, and Michael J Cawley.
• Philadelphia College of Pharmacy, University of the Sciences, PA 19104, USA. l.curtin@usciences.edu
• Am J Pharm Educ. 2011 Aug 10; 75 (6): 113.

ObjectiveTo assess the impact of computer-based simulation on the achievement of student learning outcomes during mannequin-based simulation.DesignParticipants were randomly assigned to rapid response teams of 5-6 students and then teams were randomly assigned to either a group that completed either computer-based or mannequin-based simulation cases first. In both simulations, students used their critical thinking skills and selected interventions independent of facilitator input.AssessmentA predetermined rubric was used to record and assess students' performance in the mannequin-based simulations. Feedback and student performance scores were generated by the software in the computer-based simulations. More of the teams in the group that completed the computer-based simulation before completing the mannequin-based simulation achieved the primary outcome for the exercise, which was survival of the simulated patient (41.2% vs. 5.6%). The majority of students (>90%) recommended the continuation of simulation exercises in the course. Students in both groups felt the computer-based simulation should be completed prior to the mannequin-based simulation.ConclusionThe use of computer-based simulation prior to mannequin-based simulation improved the achievement of learning goals and outcomes. In addition to improving participants' skills, completing the computer-based simulation first may improve participants' confidence during the more real-life setting achieved in the mannequin-based simulation.

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