Lyndsee Baumann-Birkbeck1, Shailendra Anoopkumar-Dukie2, Sohil A Khan3, Margaret O'Donoghue4, Gary D Grant5. 1. School of Pharmacy and Medical Sciences, Griffith University, 1 Parklands Dr, Southport, QLD 4215, Australia; Menzies Health Institute, G40 Griffith Health Centre, Level 8.86, Griffith University, 1 Parklands Dr, Southport, QLD 4215, Australia. Electronic address: lyndsee.baumann-birkbeck@griffithuni.edu.au. 2. School of Pharmacy and Medical Sciences, Griffith University, 1 Parklands Dr, Southport, QLD 4215, Australia; Quality Use of Medicines Network, Griffith University, 1 Parklands Dr, Southport, QLD 4215, Australia. Electronic address: s.dukie@griffith.edu.au. 3. School of Pharmacy and Medical Sciences, Griffith University, 1 Parklands Dr, Southport, QLD 4215, Australia; Mater Research Institute-The University of Queensland, Raymond Terrace, Level 3 Aubigny Place, South Brisbane QLD 4101, Australia; Menzies Health Institute, G40 Griffith Health Centre, Level 8.86, Griffith University, 1 Parklands Dr, Southport, QLD 4215, Australia. Electronic address: s.khan@griffith.edu.au. 4. Squina International Centre for Infection Control, School of Nursing, Room FJ502, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong, SAR, China. Electronic address: margaret.o.donoghue@polyu.edu.hk. 5. School of Pharmacy and Medical Sciences, Griffith University, 1 Parklands Dr, Southport, QLD 4215, Australia; Quality Use of Medicines Network, Griffith University, 1 Parklands Dr, Southport, QLD 4215, Australia. Electronic address: g.grant@griffith.edu.au.
Abstract
INTRODUCTION: Simulation for education has become popular, but much literature on this modality fails to critically examine the learner's experience, focusing instead on learning outcomes. Learner attitudes should be scrutinised and monitored to appraise a technology-enhanced learning experience as student perceived educational benefits of technology-enhanced learning is reported to be more important than the intrinsic characteristics of any particular medium or tool. This study sought to evaluate pharmacy students' attitudes toward a virtual microbiology simulation. METHODS: The virtual microbiology simulation (VUMIE) was compared with a traditional wet laboratory (lab) in a second-year integrated pharmacotherapeutics course for bachelor of pharmacy students. Data were collected using surveys deployed at baseline (pre-intervention), post-intervention (VUMIE or wet lab), and endpoint (post-interventions). Statistical and qualitative thematic analyses were performed. RESULTS: Learners found the simulation valuable, and outcomes suggest that it is possible for technology-enhanced learning activities to replace face-to-face instruction to some extent, which may be useful given the current challenges with in-person education resulting from COVID-19. More students reported a specific preference for the wet lab rather than VUMIE. CONCLUSIONS: Although technology-enhanced simulation can produce a similar learning experience to a traditional wet lab, this evidence is not sufficient to completely replace the traditional lab experience for clinical courses of study. Technology-enhanced simulation could be considered for just-in-time training before exposure to traditional lab activities, for specific skill acquisition using deliberate practice, and perhaps for standardised assessment for clinical microbiology education.
INTRODUCTION: Simulation for education has become popular, but much literature on this modality fails to critically examine the learner's experience, focusing instead on learning outcomes. Learner attitudes should be scrutinised and monitored to appraise a technology-enhanced learning experience as student perceived educational benefits of technology-enhanced learning is reported to be more important than the intrinsic characteristics of any particular medium or tool. This study sought to evaluate pharmacy students' attitudes toward a virtual microbiology simulation. METHODS: The virtual microbiology simulation (VUMIE) was compared with a traditional wet laboratory (lab) in a second-year integrated pharmacotherapeutics course for bachelor of pharmacy students. Data were collected using surveys deployed at baseline (pre-intervention), post-intervention (VUMIE or wet lab), and endpoint (post-interventions). Statistical and qualitative thematic analyses were performed. RESULTS: Learners found the simulation valuable, and outcomes suggest that it is possible for technology-enhanced learning activities to replace face-to-face instruction to some extent, which may be useful given the current challenges with in-person education resulting from COVID-19. More students reported a specific preference for the wet lab rather than VUMIE. CONCLUSIONS: Although technology-enhanced simulation can produce a similar learning experience to a traditional wet lab, this evidence is not sufficient to completely replace the traditional lab experience for clinical courses of study. Technology-enhanced simulation could be considered for just-in-time training before exposure to traditional lab activities, for specific skill acquisition using deliberate practice, and perhaps for standardised assessment for clinical microbiology education.