Perceptions of Mannequin-Based Simulation Learning in Hospital Pharmacy.

Background Mannequin-based simulations are widely used in health professional education; however, their adoption in pharmacy practice and education remains limited, especially outside critical care and emergency settings.

Objectives To evaluate perceptions, previous experiences, perceived benefits and barriers, and future interest regarding mannequin-based simulation among hospital pharmacists, pharmacy residents, and pharmacy leaders.

Methods A province-wide scoping survey was conducted in British Columbia from June to August 2024. The survey assessed previous exposure to, perceived benefits and barriers to participation in, and future interest in mannequin-based simulations. Descriptive analysis was performed on quantitative data, and thematic analysis was used for qualitative data.

Results Of 160 respondents, 146 submitted completed surveys suitable for analysis. Participants supported the use of mannequin-based simulation in pharmacy practice for creating a safe learning environment (n = 143, 98%), enhancing knowledge and skills (n = 125, 86%), and improving confidence (n = 123, 84%). Major barriers included limited access to mannequin-based simulation opportunities (n = 121, 83%) and perceived need for prior content knowledge (n = 96, 66%). The proportions of participants perceiving the specified benefits were 10%-15% higher among those with previous exposure to mannequin-based simulation than among those without previous exposure, whereas perceptions of barriers were similar in the 2 groups. Of the total group, 104 (71%) expressed interest in pharmacy-led mannequin-based simulations, with 96 (66%) supporting its integration into residency programs.

Conclusions Hospital pharmacists showed strong interest in mannequin-based simulations to improve clinical and nontechnical skills. Limited access remains the primary barrier and hinders understanding of the adaptability of such simulations to pharmacy practice. Structured pharmacy-led sessions could enhance exposure to and applicability of this learning method in pharmacy education and practice.