Pharmacy students' perceptions of virtual reality-based training in professional identity formation and internship...

Studies examining the use of virtual reality (VR)-based simulations in pharmacy education have primarily focused on skill development and general student satisfaction, while research exploring how such interventions relate to internship experiences and professional identity formation is limited. This study aimed to explore pharmacy students' perceptions and experiences of VR-based pre-internship education in relation to their professional identity formation and real-world internship experiences.

A descriptive qualitative design was employed. A two-phase qualitative study was conducted using individual in-depth interviews to gain insights into the participants' experiences. The study utilized a previously developed and nationally recognized VR intervention (FarmaVR) designed to introduce the key aspects of community pharmacy practice.

Twenty-one in-depth individual interviews were conducted with the participants. The findings from the individual interviews were organized into three broad themes: positive impact of virtual reality on learning, weaknesses of virtual reality, and perceptions of virtual reality.

The findings suggest that VR-based pre-internship education may support pharmacy students' preparation for internship experiences by facilitating early engagement with their professional roles. Virtual simulations may serve as a complementary educational approach when integrated into comprehensive training strategies that emphasize interpersonal skill development and authentic clinical exposure.