2026 Volume 29 Issue 4 Pages 807-815
Objective: To examine what pharmacy students learn and the challenges they perceive after participating in emergency medicine lectures and simulation-based training focused on acute drug poisoning.
Methods: Weekly free-text reflective reports were collected from 119 fourth-year pharmacy students prior to clinical clerkships (56 in the 2024 academic year and 63 in 2025; response rate 100%). Because these weekly reports covered students’ overall learning experiences during the week, only reports containing analyzable descriptions related to the acute drug poisoning lecture and simulation-based session were included in the qualitative analysis.
Results: Of the 119 reports, 68 (2024: 33; 2025: 35) contained analyzable descriptions related to the session and were included in the analysis. Four categories were identified (1) learning from lectures and simulation-based exercises, including the importance of information gathering and prioritization during initial management, as well as understanding pharmacists’ roles in emergency care; (2) changes in interest and perceptions of emergency care, including increased awareness of, and interest in decision-making under uncertainty; (3) perceived challenges, particularly in assessing urgency; and (4) future learning needs and educational requests, including opportunities to observe emergency care settings and the need to develop a structured approach to organizing patient information, assessing the clinical situation, and determining appropriate actions.
Conclusion: Qualitative analysis of students’ reflective reports following simulation-based education on acute drug poisoning revealed key learning outcomes related to initial patient management, particularly information gathering and prioritization, as well as enhanced recognition of pharmacists’ roles in emergency care. These findings provide practical implications for improving pre-clerkship emergency care education.
