Introducing Augmented Reality Technology to Enhance Learning in Pharmacy Education: A Pilot Study

Schneider, Jennifer; Patfield, Melanie; Croft, Hayley; Salem, Saad; Munro, Irene

doi:10.3390/pharmacy8030109

Cited by 13 publications

(23 citation statements)

References 29 publications

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“… 57 , 58 Virtual reality (VR), also known as augmented reality, is a type of CBS where simulation software is utilized to aid pharmacy students in learning specialized tasks or situations. 59 , 60 It combines multimedia elements, such as audio, graphics, and animation, with textual information. VR simulation software mimics reality by modeling a clinical setting, outpatient/community pharmacy, or how to deal with a virtual patient.…”

Section: Patients Simulation Implemented In Pharmacy Curriculummentioning

confidence: 99%

Simulation-Based Education Implementation in Pharmacy Curriculum: A Review of the Current Status

Korayem¹,

Alshaya²,

Kurdi³

et al. 2022

AMEP

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Simulation-based education (SBE) is a fundamental teaching method that complements traditional teaching modalities. SBE has improved students’ knowledge, understanding, and numerous essential skills within undergraduate pharmacy education, similar to traditional teaching methods. However, SBE has become crucial for developing students’ teamwork, decision-making, and communication skills. Even though the Accreditation Council for Pharmacy Education (ACPE) has acknowledged the benefit of SBE in interprofessional education (IPE) and the introductory pharmacy practice experience (IPPE). This article provides evidence that SBE can be effective beyond that. This narrative review is focused on the literature related to SBE modalities and the assessment methods of student learning outcomes in the undergraduate pharmacy curriculum. The review illustrates that SBE is an effective teaching method that could be utilized within the pharmacy curriculum. The review also could help pharmacy educators decide on the best modality and placement of integrating patient simulation within the pharmacy curriculum. Combining multiple simulation techniques may be the best way to achieve the desired student learning outcomes.

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Section: Patients Simulation Implemented In Pharmacy Curriculummentioning

confidence: 99%

Simulation-Based Education Implementation in Pharmacy Curriculum: A Review of the Current Status

Korayem¹,

Alshaya²,

Kurdi³

et al. 2022

AMEP

View full text Add to dashboard Cite

show abstract

“…(Izard et al, 2018;Cao and Cerfolio, 2019) Pilot studies suggested that AR was a useful tool to create engaging and easy to use learning experiences in pharmacy education. (Salem et al, 2020;Schneider et al, 2020) Pharmacy students showed improvement in drug knowledge after completing the AR exercise and reported high usability and acceptability of AR for learning. (Salem et al, 2020;Schneider et al, 2020) AR technology can engage students into an active learning environment, which has been proven to be more effective than passive learning.…”

Section: Introductionmentioning

confidence: 99%

“…(Salem et al, 2020;Schneider et al, 2020) Pharmacy students showed improvement in drug knowledge after completing the AR exercise and reported high usability and acceptability of AR for learning. (Salem et al, 2020;Schneider et al, 2020) AR technology can engage students into an active learning environment, which has been proven to be more effective than passive learning. (Ramnanan and Pound, 2017;Styers et al, 2018;Coyne et al, 2019) The technical capabilities of AR can support a learning-by-doing approach stressed by the constructivist learning principles.…”

Section: Introductionmentioning

confidence: 99%

Student’s Perspectives on Augmented Reality in Pharmacy Education in Hong Kong

Lee

2021

Front. Educ.

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Introduction: Augmented reality (AR) technology has demonstrated potential on various areas of healthcare practice. Its role on medical education is starting to emerge. This study aimed to investigate students’ perspectives on using AR as learning tools in undergraduate pharmacy education.Methods: Four AR micro modules on post-stroke management and chronic obstructive pulmonary disease (COPD) were developed for third year undergraduate pharmacy students to study. Students played the role of pharmacists in the AR micro modules. They collected information to identify patient’s chief complaints, history, risk factors, comorbidities, and other problems, and provided recommendation on patient’s treatment plans. Teacher guided the discussions and addressed student’s enquiries. Student’s feedback was collected by pre- and post-intervention survey.Results: A total of 54 students participated in the current study. The was no significant change in students’ perceived knowledge on post-stroke management and COPD, as well as their confidence in providing patient counselling on relevant topics. Students expressed that their learning experience with AR was not positive. Technical problems were the major difficulties that students encountered.Conclusion: There was no significant difference in pharmacy students perceived clinical knowledge and confidence on patient’s counselling after completing the AR modules. Technical issues were the major hurdles that hindered student’s learning experience with AR.

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“…A recent study by Schneider, et al 2020 revealed that AR technology allows flexible and repeated access to the content at any time. It has also been suggested that using AR for learning enables students to have a more absorbing and engaging environment without the loss of real world experiences [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

Mobile-Based Augmented Reality Application in Pharmacy Schools Implemented in Pharmaceutical Compounding Laboratories: Students’ Benefits and Reception

et al. 2022

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Background: Augmented reality (AR) is a technological approach which combines virtual objects such as text, pictures or videos with physical objects (real-world). The study aimed to design, implement and validate a mobile-based AR application, as a self-paced, interactive, student-centered learning tool be used in the pharmaceutical compounding laboratory course for first year pharmacy students. Method: A mobile-based AR application (Amplified Rx app; HeyPayLess Inc) compatible with iOS and android operating system was developed. A cross-over study design was conducted where alternatively, one group was subjected to ARx app implementation in 8 formulations and the other group served as control. The reception and benefits to students were assessed via a 10 questions survey. In this case, 69 (2019) and 55 (2020) students participated in the study. Result: Students’ use of ARx app was increased in 2020 which indicates its usefulness. For acceptability, leaners enjoyed interactive materials and tutorial videos were the most used and appealing item. Learners described the installation, scanning and operation to be very easy in both years. 86.95% of learners were confident conducting the experiments with the assistance of ARx app in 2019 and increased to 92.73% in 2020. 33.33% considered ARx app to be the most helpful resource in 2019, and the percent was significantly increased to 76.36% in 2020. Conclusion: AR technology implementation in pharmaceutical education could create student-centered engaging and interactive learning experience in fundamental areas such as pharmaceutical compounding laboratories.

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Introducing Augmented Reality Technology to Enhance Learning in Pharmacy Education: A Pilot Study

Cited by 13 publications

References 29 publications

Simulation-Based Education Implementation in Pharmacy Curriculum: A Review of the Current Status

Simulation-Based Education Implementation in Pharmacy Curriculum: A Review of the Current Status

Student’s Perspectives on Augmented Reality in Pharmacy Education in Hong Kong

Mobile-Based Augmented Reality Application in Pharmacy Schools Implemented in Pharmaceutical Compounding Laboratories: Students’ Benefits and Reception

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