Integrating Simulation as a Non-Animal Alternative: Effectiveness and Student Acceptance in Pharmacology Education

Simulation is an ethical alternative to traditional animal-based laboratories in undergraduate experimental pharmacology education. In this study, the effectiveness and student acceptance of integrating computer-based simulation into a pharmacology course was evaluated.

This study included undergraduate student pharmacists. It was conducted to evaluate the effectiveness of a computer-based simulation activity by comparing the knowledge retention following the simulation to that following a theoretical lecture in the same cohort. The students were given a quiz 2 times; 1 after the lecture and 1 after the computer-based simulation. The quizzes were administered 3 to 7 days after the learning sessions to assess their effectiveness in information retention. The simulation activity topic was a virtual organ bath experiment. The students' perception of the computer-based simulation was measured using a 5-point survey.

A total of 68 students participated. Knowledge retention significantly improved after the computer-based simulation activity, with mean (SD) scores increasing from 2.3 (1.01) after the lecture to 3.2 (1.47) postsimulation. The score of the students' satisfaction rating survey was 4.1, indicating good acceptance of computer-based simulation. Since virtual computer laboratories alone are insufficient for training students in animal handling, an animal simulator was incorporated into the curriculum.

Integrating computer-based simulations into the pharmacology curriculum proved effective in enhancing students' knowledge retention and was well received as a teaching approach. The combined use of digital simulations and physical animal simulators offers a feasible alternative for achieving most learning outcomes traditionally met through animal-based laboratories. Educators are encouraged to adopt this approach.