Perception of competence achievement and students' satisfaction using virtual laboratories in Medical Biochemistry course: Lessons from the COVID‐19 pandemic

Abstract

After the COVID‐19 pandemic, there was an increasing demand for remote learning and an expansion in the substitution of traditional practical sessions with lab‐based virtual tools. This study aimed to assess the effectiveness of virtual labs in practicing biochemical experiments and to examine the student's feedback regarding this tool. Virtual and traditional labs training were compared in teaching qualitative analysis of proteins and carbohydrates experiments for first‐year medical students. Students' achievements were assessed, and their satisfaction regarding virtual labs was estimated using a questionnaire. A total of 633 students were enrolled in the study. There was a significant increase in the average scores of students performing the virtual lab of protein analysis compared with those trained in a real lab and those who watched videos explaining the experiment (p < 0.001). The opposite was noticed in the qualitative analysis of carbohydrates with significantly high grades of students trained conventionally compared with those who practiced with virtual labs (p < 0.001). Students' feedback rates on the virtual labs were high (>70% satisfaction rate). Most students believed virtual labs were supported with a clear explanation, yet they thought it did not give a realistic experience. Students accepted virtual labs, but they still prefer using them as preparatory to classic labs. In conclusion, virtual labs can offer good laboratory practice in the Medical Biochemistry course. Their impact on students' learning might be increased if selected cautiously and implemented properly in the curriculum.

Assessment of Student and Teacher Perceptions on the Use of Virtual Simulation in Cell Biology Laboratory Education

“…It was also found that these simulations increased students' interest in the course and their confidence in what they were learning. Considering these results from students point of view, these results are in line with previously described attitudinal analyses featuring VLs [2][3][4]8,15,16,28,34], and also are comparable with other virtual strategies implemented, such as gamification [27,37]. In contrast, teachers' opinions regarding the development of attitudinal competencies when using Labster virtual simulation activities differed from the results obtained in the student survey.…”

“…In contrast, more than 90% of the students preferred to use the Labster ® VLs as supplementary material prior to the face-to-face practical sessions. These results are consistent with those of other studies in which students accepted virtual labs, but still preferred to use them as preparation for classical labs [15]. Finally, the students' opinions about the use of virtual laboratory activities as complementary material to prepare traditional theoretical classes were highly positive and suggested that the use of these simulated activities can be easily expanded to subjects that do not include practical or laboratory activities in their curricula.…”

“…Although VLs have been used from several years ago, during COVID period, they have played an important role in education as students and teachers were unable to attend physical laboratories due to social distancing measures and because the education establishments were physically closed [12][13][14][15]. There is an increasing interest to analyze the advantages and limitations of using these kinds of tools in teaching science, and the principal impacts in effective learning and perceptions amongst the users, such as students and teachers.…”

Implementation of Biotechnology Applied to Medicine Course Using Virtual Laboratories: Perceptions and Attitudes of Students

“…Controversially, other studies have found no effect of VL on students' knowledge [30,31]. For example, in the study by Ibrahim et al [32], two virtual biochemistry practices were used for university students. The results were contrasting when evaluating performance and knowledge assimilation; one of the tools showed a positive result, while the other showed low performance.…”

Student experiences with an interactive 3D immersive biotechnology simulation and its impact on motivational beliefs

“…However, virtual laboratories are often seen as a preparatory tool or complementary to in-person experiences by students and instructors [6,7,11]. The COVID-19 pandemic shifted this paradigm demonstrating that virtual learning can be implemented and effective as stand-alone skills training tools [1,12].…”