In a scene mirroring a real emergency room, a group of students huddle around a patient on a gurney. The situation is critical: the patient was found unresponsive and displays alarming vital signs, notably low blood pressure. Medical instruments are quickly deployed – a blood pressure cuff, cardiac monitor, and blood oxygen sensor are attached, each feeding back crucial data.
The students urgently check for a pulse – nothing.
“Code blue!” one student declares, the urgency palpable.
Recognizing cardiac arrest, a student initiates chest compressions, while another carefully positions an oxygen mask over the patient’s face. An electric shock is administered in an attempt to restart the heart. CPR and oxygen delivery continue relentlessly.
Still no pulse. The decision is made to administer an epinephrine injection. Chest compressions resume, followed by another electric shock.
Finally, a faint but present pulse emerges.
This intense scenario, however, unfolds not in a hospital, but in a Chapman University lab. The “patient” is a high-fidelity mannequin, a sophisticated training tool utilized by Chapman University physician assistant (PA) and pharmacy students at the Rinker Health Science Campus. These simulations, meticulously designed by faculty from Crean College of Health and Behavioral Sciences and the School of Pharmacy, are crucial for preparing future healthcare professionals. They replicate live patient care experiences in emergency room settings, enabling students to hone their collaborative skills within interprofessional healthcare teams, as explained by Mike Burney, chair of the MMS PA Studies program.
Enhancing Training with Diverse Mannequins
The mannequins used in these simulations are not generic; they are designed to represent a diverse patient population, reflecting various ages, races, and genders. “Having mannequins that represent different age groups and backgrounds allows the students to gain training with mannequins that represent patients across the lifespan, and from the communities we serve,” Burney emphasizes. This diversity is vital for preparing students to effectively treat a wide range of patients they will encounter in their future careers.
These mannequins are particularly valuable in scenarios where patients are unconscious, such as cardiac arrest or opioid overdose situations. “You can practice real medical procedures on the mannequins, like starting an IV or performing an intubation,” Burney notes. Adding to the realism, “The mannequin is attached to a cardiac monitor which provides the students with important vital signs and an electrical heart rhythm during the simulation.” This real-time feedback is essential for students to learn how to interpret patient data and respond appropriately under pressure.
Interprofessional Collaboration: PA and Pharmacy Students Working Together
In each simulation exercise, PA students take the lead in conducting physical exams, ordering diagnostic imaging and lab tests, and assessing vital signs and cardiac rhythms displayed on the monitor. Pharmacy students play a critical role in this interprofessional environment. They are responsible for procuring and preparing medications at the patient’s bedside, working closely with the PA students to determine the best treatment strategies. Associate Professor Kimberly Won, who is involved in both programs, highlights this collaborative aspect.
The simulations provide invaluable hands-on experience for pharmacy students. They gain practical skills in drawing up IV medications, assembling pre-filled syringes, and performing complex weight-based dosage calculations. Furthermore, pharmacy students are given the opportunity to participate in chest compressions and administer oxygen through a mask, broadening their understanding of emergency medical procedures beyond medication management.
From Simulation to Real-World Pharmacy Practice
“The mannequins provide students training on performing procedures that they will later perform on real patients,” Burney reiterates. While simulation cannot entirely replace real-world patient interaction, it creates a safe and controlled environment for students to develop critical thinking and practical skills. This controlled setting allows students to make mistakes and learn from them without jeopardizing patient safety.
Beyond technical skills, these simulations also foster crucial communication abilities and the application of theoretical knowledge learned in the classroom. Students receive immediate feedback from faculty, allowing for real-time adjustments and improvements in their approach. This comprehensive training approach ensures that students are not only knowledgeable about pharmaceuticals but are also prepared to be resourceful problem-solvers in any healthcare setting. This includes being ready to answer questions beyond just medication, even extending to knowing resources and potentially guiding someone to “where’s the closest pharmacy” if needed in a real-world scenario. The ability to quickly access information and direct people to necessary resources is a hallmark of a well-prepared healthcare professional.
The ultimate goal of these simulations is to cultivate “collaborative practice-ready” health professionals, as emphasized in research published by Won and her colleagues. By immersing students in realistic, high-pressure scenarios, Chapman University is ensuring that their PA and pharmacy graduates are exceptionally well-prepared to enter the complex and demanding world of modern healthcare, ready to handle emergencies and guide patients effectively, even if it means knowing ‘where’s the closest pharmacy’ in a broader sense of resourcefulness and patient care.
