The effectiveness of a structured validated questionnaire to assess student perception with virtual pharmacy...

MyDispense is one of the virtual simulations that has already been established as a suitable alternative for live experiential education in the pharmacy curriculum. However, there are no structured validated questionnaires available to assess the students' perception while integrating MyDispense with pharmacy practice experiential education. Therefore, the present study aimed to validate a structured questionnaire and use the questionnaire to assess the student perception of various pharmacy practice experiential education.

Content and construct validity procedure was used to validate the questionnaire. Two hundred students consented to participate in validating the questionnaire. The validated questionnaire assessed the students' perception of integrating MyDispense with Introductory Pharmacy Practice Experience 2 (IPPE2) and Advanced Pharmacy Practice Experience (APPE) courses. The questionnaire was structured with four domains which were: exercise, instructor, technical, and communication. Each domain carried five items; therefore, the whole questionnaire had 20 items that succeeded in content validity. In the survey, 121 fourth-year and 117 fifth-year Pharm.D. students volunteered to convey their perception of integrating MyDispense with IPPE 2 and APPE, respectively. The survey was conducted before and after the MyDispense exam in both the courses.

The Cronbach's α and McDonald's ω coefficients were > 0.8 in all four domains, indicating that the items related to the four domains have good internal consistency. In Exploratory Factor Analysis (EFA), two items were found to cross-load in the exercise domain and removed. Therefore, the EFA proposes 18 items for the confirmatory factor analysis (CFA). In CFA, five fit indices were found to be satisfactory, and this indicates construct was good enough to assess the student perception. In IPPE 2, the pre-test response, the students had significantly higher satisfaction (p < 0.05) with all five items related to the technical domain. In APPE, the students had a significantly (p < 0.05) higher perception of all the items related to the exercise and technical domain in the pre-test compared to the post-test. Therefore, the student's pre-test feedback allowed the instructor to identify and make the necessary corrections in the exercises to improve the quality exercises.

This study provides a validated 18-item questionnaire to assess the student perception of integrating MyDispense in experiential education. The integration of MyDispense in experiential education needs to be done carefully by assessing student perception.