rmacy cases in Second Life: an elective course Case report (1064) Total Article Views Authors: Veronin MA, Daniels L, Demps E Published Date October 2012 Volume 2012:3 Pages 105 - 112 DOI: http://dx.doi.org/10.2147/AMEP.S35358 Received: 26 June 2012 Accepted: 14 August 2012 Published: 11 October 2012 Michael A Veronin,1,2 Lacy Daniels,1,2 Elaine Demps2 1Department of Pharmaceutical Sciences, Texas A&M Health Science Center, Kingsville, TX, 2Irma Lerma Rangel College of Pharmacy, Texas A&M Health Science Center, Kingsville, TX, USA Abstract: Interactive pharmacy case studies are an essential component of the pharmacy curriculum. We recently developed an elective course at the Rangel College of Pharmacy in pharmacy case studies for second- and third-year Doctor of Pharmacy students using Second Life (SL), an interactive three-dimensional virtual environment that simulates the real world. This course explored the use of SL for education and training in pharmacy, emphasizing a case-based approach. Virtual worlds such as SL promote inquiry-based learning and conceptual understanding, and can potentially develop problem-solving skills in pharmacy students. Students were presented ten case scenarios that primarily focused on drug safety and effective communication with patients. Avatars, representing instructors and students, reviewed case scenarios during sessions in a virtual classroom. Individually and in teams, students participated in active-learning activities modeling both the pharmacist’s and patient’s roles. Student performance and learning were assessed based on SL class participation, activities, assignments, and two formal, essay-type online exams in Blackboard 9. Student course-evaluation results indicated favorable perceptions of content and delivery. Student comments included an enhanced appreciation of practical issues in pharmacy practice, flexibility of attendance, and an increased ability to focus on course content. Excellent student participation and performance in weekly active-learning activities translated into positive performance on subsequent formal assessments. Students were actively engaged and exposed to topics pertinent to pharmacy practice that were not covered in the required pharmacy curriculum. The multiple active-learning assignments were successful in increasing students’ knowledge, and provided additional practice in building the communication skills beneficial for students preparing for experiential clinical rotations.