在药师注册前培训中交互式临床化身的使用卡塔尔世界杯8强波胆分析设计与回顾%A Thompson,Jessica %A White,Simon %A Chapman,Stephen %+基尔大学药学与生物工程学院，英国基尔，44 1782 733983,j.f.thompson@keele.ac.uk %K虚拟患者%K高保真模拟培训%K患者模拟%K药学教育%K药学实践教育%K虚拟现实%D 2020 %7 6.11.2020 %9原文%J J Med Internet Res %G English %X虚拟病人是基于计算机的交互式模拟，在现代卫生保健教育中越来越多地使用。它们已被确定为可以在标准化和安全的环境中提供体验式学习和评估的工具。然而，在药学领域，对交互式临床化身等高保真虚拟患者的研究还很有限。目的:本文的目的是描述作为药剂师注册前培训一部分的三个交互式临床化身模拟的设计和综述。方法:采用多步骤设计方法，以紧急激素避孕(EHC)、肾功能计算和儿童疾病为主题，创建交互式临床化身模拟。所有的案例研究都由注册药剂师进行审查，以确定内容和表面效度。以预注册培训生和新注册药师为目标样本，对EHC案例研究和数据收集问卷进行了回顾。问卷采用李克特排名语句和开放式问题，以获取用户对交互式临床化身作为学习工具的设计、可用性和有用性的反馈。 Descriptive statistics and content analysis were undertaken on the data. Results: Ten preregistration trainees and newly qualified pharmacists reviewed the EHC interactive clinical avatars and data collection questionnaire. The data collection questionnaire was associated with a Cronbach alpha=.95, demonstrating good reliability. All three interactive clinical avatar simulations were reported as usable and appropriately designed for preregistration training. Users perceived they were developing skills and knowledge from the simulations. The high-fidelity nature of the avatars and relevance of the simulations to real-life practice were reported as aspects that encouraged the application of theory to practice. Improvements were suggested to ensure the simulations were more user-friendly. Conclusions: The design and creation of the interactive clinical avatar simulations was successful. The multistep review process ensured validity and reliability of the simulations and data collection questionnaire. The in-depth explanation of the design process and provision of a questionnaire may help widen the use and evaluation of interactive clinical avatars or other simulation tools in pharmacy education. The interactive clinical avatars were reported as novel learning tools that promoted experiential learning and allowed users to feel like they were engaging in real-life scenarios, thus developing transferable knowledge and skills. This may be potentially beneficial for many health care training courses as a way to provide standardized experiences promoting active learning and reflection. %M 33155983 %R 10.2196/17146 %U //www.mybigtv.com/2020/11/e17146 %U https://doi.org/10.2196/17146 %U http://www.ncbi.nlm.nih.gov/pubmed/33155983