EXPLORE THE FEASIBILITY OF USING VIRTUAL REALITY IN PHARMACY EDUCATION AT UNIVERSITY OF NOTTINGHAM MALAYSIA

Back to Page Authors: Jim Chai, Aala Ali

Keywords: pharmacy education, virtual reality, qualitative, blended learning, Master of Pharmacy, Malaysia, United Kingdom

Abstract: This study investigated the feasibility of using virtual reality (VR) to facilitate the teaching of the Master of Pharmacy (MPharm) course in the University of Nottingham, Malaysia campus (UNM). New technological techniques are required to appeal to students who are already accustomed on using technology to aid their learning through the internet and the use of electronic devices. Virtual reality is a novel educational tool that is currently being investigated in the field of education, to contribute to learning processes. In this study, the concept of virtual reality was used to produce a virtual tour of a private, community pharmacy in Klang, Malaysia. GoPro Fusion camera was used to capture the necessary 3600 images. The online software, VeeR.tv was used to construct the virtual tour. Four pharmacy professors, who were based in UNM and covering teaching on professional practice or clinical pharmacy; were selected to experience the virtual tour using Oculus Go. Semi-structured interviews were used to gather data from each participant, which addressed the feasibility of using VR, areas within MPharm that can benefit from utilising VR and the future possibilities of VR in the teaching of MPharm. Data analysis employed thematic approach with framework method. There were four main themes revealed from the data; ‘The World of Technology vs the World of Reality’, ‘new generation of students, ‘potential concerns of the Virtual Tour’, ‘Future possibilities’. Most of the participants enjoyed and appreciated experiencing the virtual pharmacy tour. Fifty percent of the participants agreed that students would be more comfortable learning about the layout and the paramount roles of a pharmacy using the virtual pharmacy tour, in comparison to placements. Although most participants strongly believed that the virtual tour should not replace MPharm students from attending pharmacy placements due to the lack of real-life interactions associated with VR. All participants believed MPharm students would be able to easily use VR technology as the current generation Z possess an instinctive ability when utilising new technology. A common concern was the possible restriction of using the VR technology due to health concerns such as epilepsy. Most participants declared that Year 1 MPharm students would benefit the most from the virtual tour as the probability of them being exposed to every area of a pharmacy, prior to MPharm, is low. Limitations of the study included; setting of the virtual tour, resolution of the GoPro Fusion camera, the absence of VR videos and sample size. It was concluded that the virtual tour of a community pharmacy would be a beneficial tool to facilitate MPharm students teaching; regarding the structure and activities of a pharmacy. It could provide Year 1 of the MPharm course with a standardised introduction of a pharmacy, in the absence of customers and staff; subsequently empowers them to explore at their own pace and comfort. VR has exciting future possibilities as an educational tool for the MPharm course; it can potentially be used to create virtual tours of laboratories, hospital and industrial pharmacies, as well as, facilitate the teaching of 3D chemistry and professional practice.