New Educational Tools

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New Educational Tools

• Han de Gier, PharmD, PhD
• Professor of Pharmaceutical Care
• Groningen University, The Netherlands
• E-mail j.j.de.gier_at_rug.nl

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University of Groningen
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Outline of the Presentation

• How do we learn?
• New Educational Tools?
• Potential of Playing Games
• GIMMICS (Pharmacy Practice Game)

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How do we learn?

• As a child learning by doing as an
  experiential way of learning.
• By contrast at school sit down quietly and be
  constantly alert to the words of wisdom.
  (alternative approaches in primary education).
• Experiential learning theory (Kolb, 1984) a
  critical approach towards traditional learning
  and teaching models, especially for adults.

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Experiential Learning Theory

• Defines learning as the process whereby
  knowledge is created through the transformation
  of experience (Kolb, 1984).
• - Central role for experience in the learning
  process
• - To differentiate both from cognitive and
  behavioural learning theories.
• - A four-stage learning cycle concrete
  experiences ? reflections ? new implications for
  action ? testing and creating new experiences.

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New Educational Tools?

• Do we need new educational tools?
• - The fundamental challenges of sustainable
  development education is to integrate science,
  social sciences and managerial science into
  systems thinking.
• - Our intellectual heritage is one of analysis
  and to focus more on the parts than on the
  wholes.
• - Do we focus enough on paradigm, context and
  practice changes to help ensure that our students
  make progress toward sustainable professional
  development?

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But we have learning modes

• What about case studies?
• - Most common approach to observing reality and
  an attempt to understand processes within certain
  contexts.
• - Limitation they provide solutions that are
  context-specific.
• And internships?
• - Students in many cases rather automatically
  accept the contexts of the pharmacy organization.
• - Students should be educated how to change
  existing contexts.

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New programme elements

• How to be better prepared for internship?
• In learning concrete experiences
• - Within the context of presenting case studies
  games like role-plays can serve a significant
  role.
• In reflective observation and the exploration of
  tools and techniques
• - Games for self analysis, collaboration and
  communication should be an essential part of the
  curriculum

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Games in the context of ELT

• Simulate and create realities.
• Develop an emotional uderstanding of why others
  act as they do.
• Learn by doing and failing no negative
  consequences for the real world.
• Manipulate to experience what the consequences
  are or what they might become.
• Know what NOT to do and design alternative
  approaches.

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Potential of playing games

• Generate safe learning experiences
• Create shared experiences
• Contributes to team building
• Contributes to knowledge of oneself
• Test alternative solutions
• Fun and entertainment

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Playing games is serious business!

• Impact can be realized if well prepared, well
  executed and well evaluated.
• Some generic rules
• - Introduction and instructions
• - Debriefing at the end of the gamming session
• Further reading
• Dieleman H, Huisingh D. (2004) The potentials of
  games in learning and teaching about sustainable
  development. http//www.saganet.nl/mm/LinkedDocume
  nts/Article20Games20and
• 20Sustainable20Development.pdf
• Greenblat C, Duke R.D. (1975) Gaming-simulation
  rationale, design, and applications, Halsted
  Press Div., John Wiley Sons, New York.
• Kolb D. (1984) Experiential learning, experiences
  as the source of learning and development,
  Prentice Hall, Englewood Cliffs, New York.

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Gaming as a new educational provision for pharmacy

• Starting points (Van der Werf et al., (2004)
• - Pharmacists are professionals who administer
  pharmaceutical care by intervening in care
  processes
• - Pharmacists should be able to improve
  knowledge integration across disciplines
• - Care processes are perceived as social
  processes (social, managerial, communicative
  skills)
• - Integration of knowledge and social
  competencies in controlled circumstances
• Van der Werf JJ, Dekens-Konter J, Brouwers JRBJ.
  (2004). A new model for teaching pharmaceutical
  care services management. Pharmacy Education,
  41-5.

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Product specification

• An educational provision with properties that
  reflect pharmacy intervention practice that it
  appeals to social skills and integration of
  knowledge that students manage, within a
  controlled setting, their affairs in order to
  experience pharmaceutical care practice
• Although stated in general terms it gives
  substantial direction gt literature on learning
  theory and gaming

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GIMMICS The Pharmacy Practice Game
Groningen Institute Model for Management In
Care Services
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GIMMICS
Developed atUniversity of Groningen, Institute
for PharmacyDept. Pharmacotherapy
Pharmaceutical Care Groningen, The
NetherlandsContact a.w.sillius_at_rug.nlDeveloped
byProf. Koos BrouwersJackie Dekens,
PharmDProf. Han de GierRenee Lutke,
PharmDAaldrik Sillius, MScProf. Jos van der
Werf
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History (1)
Curriculum (pre Bachelor/Master)- 4 years the
basics of Pharmacy- 2 years prepare for
position as community pharmacist Survey among
teachers and students (1998/2000) - Many
courses, but what is the big picture ? - A lot
of attention to theory, but what about practical
and social skills ?
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History (2)
Decisions made - Tackle these problems - By
developing a Pharmacy Practice Game - Good
example Management Games- Focus on -
Integrational aspects (knowledge from
several domains) - Competences (knowledge
practical and social skills)2000 First
edition of Pharmacy Practice Game 2003 GIMMICS
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How the game is organized (1/4)
Starting point for students - Almost 6 years of
education at university level -
Pharmacotherapeutical knowledge and practical
skills should be present- 1 internship at a
community pharmacy (6 weeks) Game lasts 4 weeks
full time - 4 or 5 teams per game- 5 students
per team- Each team in their own class room
(responsible for running their own pharmacy)
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How the game is organized (2/4)
Routine assignments - Processing flow of
prescriptions (daily 20-25)- Counselling
clients at the counter- Dealing with mystery
guestsLong term projects- Pharmacotherapeutic
al meeting with physicians- Negotiating
contracts with - Board of directors of elderly
home - Wholesaler - Insurance company
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How the game is organized (3/4)
Ad-hoc assignments (incidents) - Visit by
Inspectorate of Healthcare - Tsjech speaking
tourist at the counter- Drug addict demands more
methadon- Elderly lady needs instruction on how
to use inhaler- Hospital specialist on the
phone My patient cant swallow these large
capsules All people involved in incidents
are real life persons (actors) !
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How the game is organized (4/4)
Week 1 preparing for the game- Define pharmacy
policy (vision and mission statement) - define
targets which are measurable - e.g. focus on
elderly, polypharmacy, selfcare - Define roles
- pharmacist (1st, 2nd), pharmacy assistants -
Define how decisions are made- Build
documentation system- Familiarize with pharmacy
computer systemWeek 2, 3 en 4 the game is
on!- Carry out assignments- Define and run own
projectsIn reality of the game improvisation
and hard work!
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How are students assessed? (1/2)
Assessment procedure - Each team starts with
8000 (virtual) patients- Each assignment is
assessed - How well are the prescriptions
processed? - How well did they manage long term
projects? - How well did they prepare for
meetings? - Are clients (real life actors)
satisfied? - Outcome gain or lose a number of
patients - Results are made public on GIMMICS
website- Overall assessment attendance,
function within team, maintain a minimum number
of patients
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How are students assessed? (2/2)
And this one may come as a surprise Outcomes
of assessments are not explained !!!- Students
have to reflect on their own actions- As an
individual and as a team- If this fails one
wild card per teamAt the end of the
gameDebriefing and the announcement of the
winning team
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Support (1/2)
1 Pharmacy computer systems- Processing of
prescriptions- Manipulating date (1 day game
time 1 week real time)2 Website GIMMICS-
Support for game leaders - entering scores
(outcome of assessments) - articles in local
newspaper "De Omroeper"- Communicating with
students - overall ranking (nr of patients per
team) - articles in De Omroeper -
Communicating with third parties - passive just
visit website - active become an actor in the
game!
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Support (2/2)
3 GIMMICS Management system- For managing
actors- For managing cases- Knowledge base
- flow charts of activities - in preparing
the game - in running the gameFor more
information please look atwww.gristos.nl
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Game setting physical
Room 1
Room 2
Room 3
Room 4
Room 5
3rd floor
Headquarters
ground floor
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Game setting communication
Room 1
Room 2
Room 3
Room 4
Room 5
3rd floor
Headquarters
ground floor
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Assignments 4 categories
Routine
Long term
Ad-hoc
Self-defined projects
specialize on - polypharmacy
- the elderly - travel take over other
pharmacy cooperate with other pharmacy
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Experiences with GIMMICS (1/3)
Students state that playing GIMMICS . - is
great fun- makes them more prepared for their
next internships- stimulates them to reflect on
their own actions- allows them to integrate
knowledge and skills they have acquired over the
past few years
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Experiences with GIMMICS (2/3)
1) Starting premisseA game with a rich setting
creates an appropriate educational environment
for learning academic skills
2) Inevitable chain of events richness of game
setting ? gt number of game interactions ? gt
workload ? gt mistakes ?
3) There are ways to reduce workload- carefully
analyze all game interactions - identify
time-consuming activities - select those that
can be foreseen and plan these
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Experiences with GIMMICS (3/3)
Other universities followed our
lead University of Utrecht Faculty of
Pharmacy (have introduced GIMMICS in
2004) Free University of
Brussels Faculty of Pharmacy (will
introduce GIMMICS early 2007)
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