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Pharmacy student's perceptions, behaviours and attitudes toward virtual reality simulation
Xiliang Yang1, Jiahui Mei1, Shaoyujia Xiao1
1Department of Pharmacy, Hubei Province Key Laboratory of Occupational Hazard Identification and Control, Institute of Infection, Immunology and Tumor Microenvironments, Medical College, Wuhan University of Science and Technology, Wuhan 430081, China.
Summary
Virtual reality simulation (VRS) can enhance pharmacy students' practical skills and knowledge. However, further improvements in interactivity and faculty engagement are needed for wider adoption of VRS courses.
Area of Science:
- Pharmacy Education
- Educational Technology
- Virtual Reality Simulation
Background:
- Virtual reality simulation (VRS) offers immersive online environments for skill-based learning.
- Evaluating student perspectives on VRS is crucial for its effective implementation in pharmacy curricula.
Purpose of the Study:
- To assess pharmacy students' perceptions, attitudes, and behaviors regarding virtual reality simulation courses.
- To identify factors influencing the acceptance and integration of VRS in practical pharmacy education.
Main Methods:
- A cross-sectional study involving 119 pharmacy students.
- Quantitative analysis of questionnaire data using a five-point Likert scale.
- Assessment of questionnaire validity and reliability through Cronbach's Alpha.
Main Results:
- Most students perceived VRS as beneficial for practical abilities, autonomous learning, and theoretical knowledge.
- A significant positive correlation was found between perception, attitude, and behavior towards VRS.
- Less than half of students found VRS indispensable, and more preferred traditional lab teaching over VRS.
Conclusions:
- VRS holds potential for pharmacy education, but course design needs enhancement for interactivity and immersion.
- Improving faculty-student interaction, technological aspects, and assessment methods are key challenges for successful VRS implementation.
