Pharmacy student's perceptions, behaviours and attitudes toward virtual reality simulation

Xiliang Yang; Jiahui Mei; Shaoyujia Xiao; Jinlei Xi; Xiaolu Cao; Ying Zheng

doi:10.1016/j.jsps.2022.11.002

Pharmacy student's perceptions, behaviours and attitudes toward virtual reality simulation

Saudi Pharm J. 2023 Jan;31(1):14-20. doi: 10.1016/j.jsps.2022.11.002. Epub 2022 Nov 12.

Authors

Xiliang Yang¹, Jiahui Mei¹, Shaoyujia Xiao¹, Jinlei Xi¹, Xiaolu Cao¹, Ying Zheng²

Affiliations

¹ Department 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.
² School of Computer Science, Hubei University of Technology, 28 Nanli Road, Hongshan District, Wuhan 430068, China.

Abstract

Aims: The definition of virtual reality simulation (VRS) used for study is the recreation of realistic simulation in a fully online situation with an immersive environment for learning an activity. The study aims to evaluate pharmacy students' perspectives, behavioral and attitude characteristics in the process of VRS course requiring practical skills.

Materials and methods: This cross-sectional study was based on quantitative questionnaires analysis. A five-point Likert Scale (rating from 1 = Strongly Disagree; 2 = Disagree; 3 = Neutral; 4 = Agree; 5 = Strongly Agree) was utilized to measure the extent to which the students agrees on 30 statements comprised in A-E sections related to VRS. The validity and reliability of the questionnaire were studied by the Cronbach's Alpha calculation.

Results: A total of 119 junior and senior pharmacy students, aged 18-25, participated in this study. There is no significant gender difference (P > 0.05) and grade difference (P > 0.05) in mean perception score, mean attitude score, mean behavior score and comparison score respectively. Most pharmacy students had positive perception that VRS could help them in practical ability (61.4 %), autonomous learning (68.9 %) and theoretical knowledge (61.4 %). Nevertheless, less than half the students agreed that VRS courses were indispensable (44.5 %) and needed to be increased (42.9 %). Moreover, the 'disagree' statement (33.6 %) exceeded 'agree' statement (27.7 %) about the question of whether preferring VRS courses to lab teaching. Interestingly, a significant positive correlation that was observed between mean perception score and mean attitude score (r = 0.76, p < 0.001), mean comparison (r = 0.68, p < 0.001) and mean behavior (r = 067, p < 0.001), which revealed that students who thought VRS was beneficial were more likely to accept it.

Conclusion: The study highlights the need to establish an interactive, immersive and measurable VRS courses. It is suggested that good interaction between the faculty and student, technology improvement and blended programmatic assessment should be involved in challenges for implementing VRS courses.

Keywords: 3D, Three-dimensional; AR, Augmented Reality; Behaviour; Perception; Pharmaceutical education; VR, Virtual Reality; VRS, Virtual Reality Simulation; Virtual reality simulation; WUST, Wuhan University of Science and Technology.