Developing a way for simulation to fit into program-matic outcomes and established assessment standards
may present challenges to colleges and schools of phar-macy. Also, simulation equipment, including mannequins
and facility space, and softwar e licenses can be e xpen-s i ve to pu rchas e an d pr operl y m ainta i n. Pr eparin g f o r
a simulation session can be time intensive, and conducting
a simulation requires competent facilitators with adequate
background knowledge, adaptability to unforeseen simu-lation scenarios, and comfort with providing real-time
feedback. Each mannequin-based simulation can com-fortably accommodate up to 8 participants, which allows
for an intimate learning experience, but leads to schedul-ing challenges with large classes and limited availability
of mannequins. Computer-based simulation may be better
at accommodating the learning needs of large classes, but
may not provide an experience that is authentic to the
participant’s health care specialty. A d d itionally, the in-structor may spend countless ho urs navigating the
c o m p u t e r - b a s e d s i mu la ti on p r og ra m t o fi nd s c en ar io s t ha t
best match the intended learning outcomes for the ses-sion only to find that an ideal scenario does not exist on
that program. Also, software may become outdated as new
guidelines or dosing recommendations are published. For
example, the publication of the 2010 update will affect
the way we teach ACLS in the classroom, but we are u n -able to change the c omputer-based simulation program
un til a new version or updates a re released. Simula-tion may be challenging to assess as clinical scenarios
maybecomplex,withmanywaystoarriveatthesame
ou tcome