Table 2 The educational intervention checklist was created based on the GREET tool

Preparation

Learning needs

These were identified in the previous survey research: perceived lack of PC classes and limited use of active learning methods [14]. In addition, the intervention set out to use these active learning methods to achieve the learning outcomes listed in the Regulation of the Minister of Science and Higher Education of July 26, 2019 [30], such as:

E.U14. providing patient education related to the medications they use and other problems regarding their health and disease, and preparing personalized educational materials for the patient;

E.U5. planning, organizing, and conducting pharmaceutical care;

E.U6. conducting pharmaceutical consultations in the process of pharmaceutical care and pharmaceutical consulting.

Intervention development process

The scenarios used during the classes were developed by academic teachers, who are also practitioners working in a community pharmacy.

Theory

As the intervention involved adult learners, we adopted the assumptions of andragogy, according to which, in adults, internal motivators play a key role in the learning process. Thus, the acquired knowledge should be coherent, practical, and related to the adults’ work [31]. Therefore, the activities they participate in must be engaging and practice oriented. Furthermore, we used Bandura’s self-efficacy theory to design the surveys and interpret the results.

                           Intervention

Educational strategy

The strategy involved simulation-based peer role-play in a community pharmacy-like setting. Classes included a pre-briefing, a scenario, and a debriefing.

Instructors

Two authors were also instructors during the intervention. They are both academic teachers with experience in simulation as well as practicing pharmacists.

Schedule and attendance

During the intervention, classes were conducted according to the previously adopted schedule. Students were divided into small groups of 8 to 10, and each group attended one class scheduled in the “Diabetes 2” module. Attendance was obligatory to receive course credit.

Content/subject and learning objectives

During classes, the issues of pharmaceutical care in diabetes were discussed. They focused on educating the patient in the area of practical skills, i.e., measuring glucose levels and administering insulin or glucagon, as well as dealing with hypo and hyperglycemia. Their aim was for students to acquire practical skills and competencies to play the role of a patient educator.

Materials

Students were provided with teaching aids, such as the latest guidelines in diabetic patient care and medical devices (glucometers, pens, etc.)

Incentives

No incentives were given to the learners. Participation in classes was mandatory, but participation in the study and completing the surveys was voluntary and anonymous.

Assessment

The level of students’ self-efficacy and skills self-assessment was evaluated. An assessment of knowledge was not planned due to logistical and time constraints.