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  • Learner attitudes towards a virtual microbiology simulation for pharmacy student education

    Author(s)
    Baumann-Birkbeck, L
    Anoopkumar-Dukie, S
    Khan, SA
    O'Donoghue, M
    Grant, GD
    Griffith University Author(s)
    Grant, Gary D.
    Anoopkumar-Dukie, Shailendra
    Khan, Sohil A.
    Year published
    2021
    Metadata
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    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 ...
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    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.
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    Journal Title
    Currents in Pharmacy Teaching and Learning
    DOI
    https://doi.org/10.1016/j.cptl.2021.11.002
    Note
    This publication has been entered as an advanced online version in Griffith Research Online.
    Subject
    Specialist studies in education
    Pharmacology and pharmaceutical sciences
    Publication URI
    http://hdl.handle.net/10072/411538
    Collection
    • Journal articles

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