Pharmacy students’ perceptions of computer-based simulation in light of the rise of online learning
DOI:
https://doi.org/10.46542/pe.2024.241.429442Keywords:
Computer simulation, Digital education, Perception, Pharmacy education, Pharmacy simulator, Survey and questionnaireAbstract
Background: Computer-based simulation, such as “Pharmacy Simulator,” teaches clinical and communication skills through virtual patients in a digital pharmacy. During the COVID-19 pandemic, students faced online learning challenges. While Australia’s borders were locked for over two years, fully online teaching in Western Australia lasted only ten weeks. This study explores pharmacy students’ perceptions of Pharmacy Simulator amid the rise of online learning.
Methods: Master’s pharmacy students at the University of Western Australia participated in two Pharmacy Simulator scenarios: anaphylaxis and salbutamol in 2019 and anaphylaxis and vaccination in 2021. Perceptions were assessed through qualitative interviews (2019) and a survey derived from the interviews (2021). Interviews underwent framework method analysis, while survey responses were analysed using descriptive statistics. Data triangulation aimed to detect the possible influence of growing online learning.
Results: Data from 51 participants revealed that in 2019, Pharmacy Simulator was perceived as enjoyable, engaging, user-friendly, and bridging theory and practice. In 2021, participants affirmed its usability and role in knowledge acquisition, expressing confidence in counselling skills (median: 4 on a 5-point Likert scale).
Conclusion: Master’s students found Pharmacy Simulator helpful for acquiring pharmacy practice skills. Thus, computer-based simulation represents a valuable and universally accepted learning tool, irrespective of online learning burdens.
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