Students’ perspectives of the use of scenario-based videos for studying pharmacy law



Pharmacy Law, Educational Videos, Animated Videos, Scenario-based Videos, Technology in Teaching


Background: Living in a ‘digital-era’, it is important to introduce new technological formats to support student learning.

Objective: This study aims to investigate participation in, perceived usefulness of, and future opportunities for animated videos.

Method: Using Videoscribe software, nine animated, scenario-based videos on pharmacy law topics were created during a summer internship, and then made available to second year Master of Pharmacy (M.Pharm.) students (n=135). Questionnaires and interviews were used to assess the objective.

Results: Seventy-nine percent (n=82/104) had watched at least one video with 59% (n=48) watching all nine. All videos ranked over 4 out of 5 for usefulness. Students (82%, n=73/89) intended to use the videos for revision and 98% (n=86/88) agreed the content was relevant for learning. Interviews showed that students mainly used the videos as ‘quick revision tools’.

Conclusion: Animated videos are well received for supporting learning content and revision. Creating additional videos and resources for students should be further explored to increase understanding.

Author Biographies

Maryam B Olayonwa, Kingston University, Surrey

Department of Pharmacy, Faculty of Science

Ricarda Micallef, Kingston University, Surrey

School of Life Sciences, Pharmacy and Chemistry


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How to Cite

Olayonwa, M. B., & Micallef, R. (2019). Students’ perspectives of the use of scenario-based videos for studying pharmacy law. Pharmacy Education, 19(1), p 179–184. Retrieved from



Research Article