The Pharmacy Game Newsletter

The Pharmacy Simulation Game

At the University of Groningen, we developed the Pharmacy Game- GIMMICS®, as an innovative tool for training pharmacy students. Students are divided in several teams with each team managing a simulated pharmacy for 5 weeks. At the start of the game, the teams develop a business plan for their pharmacy. The pharmacies are situated in small class rooms and are equipped with computers running the software used in Dutch community pharmacies. Once the doors are open, the students are responsible for the day-to-day running of the pharmacies. They have to check prescriptions, dispense medication, counsel patients, consult with general practitioners, specialists, insurance companies, hire assistants or deal with a health, safety and quality inspection, all played by teaching staff or actors. Just like handling a real pharmacy! During the game, students receive indirect and direct feedback on their performances. Examination and evaluation processes are structured to provide individual and team work scores. At the end of the game, the best performing team is pronounced to be the winner of the game and enters in the GIMMICS® book of records!

The Game software

The concept of the game has online/ web support that organizes and facilitate the game activities. This electronic tool is used by students to follow their daily scores, based on the ability to handle prescriptions, and other daily routines as highlighted above. The scoring is translated into keeping or losing patients registered with their pharmacy (this is based on practice in Dutch community pharmacy). The game software allows preview of each gaming pharmacy customized by the managing group of students. Therefore, we can always see diversity in characteristics and activities concerning the type of pharmacy (franchised or independent pharmacy), contracted insurance company, and special consults, services or events organized by the pharmacies.

The game software is also used by the game organizers (educational staff) to manage the game. The software allows to generate the different types of activities such as issue the prescriptions, keep track of the actors, and follow the students’ progress. These processes arefacilitated by using the integrated case management system (CAMS), actor registration system (ARS) and prescription generator.

Gaming and simulation as a teaching method

The Pharmacy Game, is unique because it combines simulation of the pharmacy practice environment with serious gaming. What is the added value of using simulation in pharmacy education? Students are immersed in the pharmacy environment. The learning is active and experiential. Students gain experience to handle situations, learn from mistakes and improve their performance. They also practice interactive learning, e.g. learning from patients (actors) and learning from peers. Scenarios played are close to real life to provide engaging learning experiences and to stimulate the motivation of students. In contrast to learning in real life, like internships, the simulated environment represents a safe learning environment within a controlled setting. The use of assessment tools allows to evaluate and track student performance in the simulations.

What does the gaming element add to this? Serious gaming or educational gaming is the application of game principles for learning. It is a competitive activity based on a set of rules which need to be followed. It allows active learning experience in a fun way, advocating active participation and problem solving. The students gain memorable learning experiences. The scientific literature suggests that both simulation and gaming are suitable to enhance learning.

Teaching diverse competences

A wide range of diverse competences can be taught with the Pharmacy Game. In fact, all the competences that are needed to fulfill the role of pharmacists as described in the Canadian Medical Education Directives for Specialists (CanMEDS) such as pharmaceutical expert, communicator, collaborator, manager/leader, professional, health advocate and scholar can be covered. In Groningen, we currently focus on collaboration and (personal) leadership. For example, to train students in collaboration, real general practitioners in training prepare and execute a pharmacotherapeutic consultation together with our students. Another example is our collaboration with an institution for pharmacy assistants in training. Students from this school come to ‘apply for a job’ at the game pharmacies. Both parties train skills about job interviews and the hiring process. Finally, the pharmacy game is a perfect medium where you can implement current affairs of the pharmacy profession to let the students deal with real life topics. Recent examples include dealing with the shortage in medicines and handling difficult situations (unsatisfied customers) when an essential medicine, like levothyroxine, is not available; the impact of the processionary caterpillars, last spring, initiated to be prepare to advice about possible allergic reactions; the current COVID- 19 state is another example of practicing measure to be undertaken within a pharmacy in such pandemic situation which we will introduce in our next game.

International pharmacy game circle

Nowadays, the Pharmacy Game is being used in 6 other universities, University of Utrecht, The Netherlands, Vrije Universiteit Brussel, Belgium, University of Nottingham, UK, Griffith University, Australia, University of Bath, UK, and Vilnius University, Lithuania, all successfully training their future pharmacists. Collaboration across universities enriches our understanding of pharmacy practice across the globe and generates fantastic new ideas for teaching.

For more information about the Pharmacy Game and joining the International pharmacy game circle do not hesitate to contact us via pharmacygame@rug.nl