Building strong relationships with patients and healthcare colleagues is vital in the practice of pharmacy. At the University of Georgia College of Pharmacy, this begins with simulated patient interactions woven throughout the curriculum, which equip PharmD students with the communication skills and confidence necessary to deliver patient-centered care.
Simulations evolve as students progress through their didactic education from simple mock patient counseling sessions to large-scale, interprofessional simulations, helping students grow into well-rounded healthcare professionals. Most simulations incorporate hired actors who are trained to portray a patient’s physical and emotional status (e. g., pain from arthritis) consistent with the case developed for the event. Depending on the objective of the simulation, patients may be asked to raise concerns about their medications or even react in a certain way to information they are provided.
In their first year of the PharmD program, students engage in multiple simulations to practice skills learned in the classroom. Two such simulations involve telehealth counseling sessions. In the first experience, students utilize the three prime questions from the Indian Health Services framework to counsel on a new prescription. In the later session, students help a simulated “patient” resolve a medication adherence issue. In the spring, students counsel patients on an appropriate over-the-counter product selection and document the patient care encounter. As Kay Brooks, Associate Director of Introductory Pharmacy Practice Experiences at the College, explained, “Simulations offer a supportive space to practice clinical skills and receive feedback on professional development, preparing students for real-world practice.”
In addition to counseling, simulations focus on responding to public health emergencies and embracing interprofessional teamwork. In the fall, P1 students participate in a Point of Dispensing clinic to distribute antiviral medication during a simulated flu outbreak on the UGA campus. The focus is on understanding the patient experience in such crises and managing patient flow to ensure efficient care. In the spring, students collaborate on a large-scale public health simulation responding to a Giardia outbreak in a rural community. Pharmacy students work in teams with students training to be nurse practitioners and clinical nurse leaders from Augusta University’s nursing program, epidemiology students from the UGA College of Public Health, and student medical interpreters from the UGA Department of Romance Languages to practice providing patient-centered care. In addition, the student practitioners parallel real life practice of assisting public health officials in tracking the disease outbreak and mount an intervention to minimize its spread. Student teams learn about each profession’s training, negotiate patient-care roles, and implement an evidence-based plan of care. As P1 Reeya Kabira reflected, “This experience helped me see the value of interprofessional collaboration. Every team member contributes unique skills, which ultimately leads to better health outcomes.”
In the second year, simulations expand in scope and complexity, with pharmacy students collaborating with Mercer University physician assistant students in evolving patient care cases. The simulation starts with virtual patient cases and culminates in the spring with physical assessments, requiring students to adapt to a patient’s changing needs as they transition through various healthcare settings.
According to Dr. Timothy Brown, Director of Interprofessional Education (IPE) at the College of Pharmacy and Director of Interprofessional Collaboration at UGA’s School of Medicine, the program is always evolving. “College of Pharmacy faculty members have spearheaded initiatives to expand access to immersive experiences, such as simulation electives,” he said. “These electives challenge students to lead as the sole pharmacist on a team, fostering autonomy and confidence through real-world scenarios. Starting this training early allows students to see how they fit into a healthcare team. Research shows that teams optimize care, and when pharmacists are part of that team, outcomes improve.”
Third year students build on these skills with increasingly intricate interprofessional experiences involving multiple healthcare professions. Pharmacy students collaborate with medical students, social work graduate students, and senior nurse practitioner students to manage a virtual patient through complex healthcare scenarios. The focus is on critical thinking, ethical decision-making, and understanding the unique perspectives of each profession.
These experiences foster confidence, critical thinking, and collaborative skills not only in pharmacy students, but in all participants. Dr. Brown sums up the ultimate goal: “I love hearing if students took something profound from the experience—whether it’s a realization of their professional identity or a new sense of their role on the healthcare team. If they gain a clearer sense of their career direction, we’ve achieved the core goal of these simulations.” Added Brantley Hughes, a P3 student, “Having the opportunity to participate in our IPE event gave me a new sense of confidence in my role as a pharmacist. Working alongside multiple professions showed me what I can bring to a healthcare team and how essential collaboration is for quality patient care.”
Dr. Andrew Darley, Director of Professional Education, emphasizes the value of these activities in the PharmD program. “Realistic experiences that prepare students for practice are a cornerstone of the PharmD curriculum. Simulation-based learning is a high-impact approach that enhances skill development, and I expect it will continue to expand in the future.” The long-term impact of these experiences is clear: students develop a broader understanding of patient care and themselves as team members. Ultimately, the students gain an inherent ability to make informed decisions, leading to enhanced and improved outcomes for patients.
