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Volume 1
Issue 2 JULY– DECEMBER 2025
Volume 1 (Issue 2) JULY– DECEMBER 2025 Research Articles
Integrating Immersive Virtual Simulations into Pharmacy Training in Hong Kong: Insights and Reflections
Vol.1(2); Pages:1-8. Published on July-2025
Abstract
Virtual reality (VR), an immersive, digitally simulated environment, whose appearance Changes in response to user interaction, has become progressively relevant in teaching and learning in medicine and pharmacy. This technology allows learners to repeat clinical procedure simulations and visualize intricate physiological processes, which is safer and more flexible than the conventional hands-on training. Practical involvement is crucial in pharmacy education, as it allows developing critical pharmaceutical skills, such as communication or decision-making, however, real-world practice is frequently limited by institutional policies and practical restrictions. In order to fill this gap, one of the universities in Hong Kong adopted VR-based learning units in an undergraduate pharmacy program. This report describes the form, incorporation, and effects of VR tools incorporated to improve the capacity of students in the areas of clinical reasoning and interaction with patients. It has presented the possibilities and challenges with integrating VR into academia and can advise researchers looking to integrate these advancements into pharmacy education.
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The power of the Virtual Reality-Based Dispensing Simulations to Increase Accuracy and Speed among College Students in Pharmacy
Vol.1(2); Pages:9-20. Published on July-2025
Abstract
The improvements in digital learning have allowed insinuations in the development of immersive pharmacy training simulations. This is a randomized controlled educational study that evaluated the extent to which a virtual reality (VR)-based dispensing simulation demonstrated better performance in the accuracy and time in processing a prescription when compared with paper-and-pencil-based teaching forms among final year students in a pharmacy school. A group of 80 participants was randomly allocated into one training group based on VR and another one using the traditional paper-based case studies as a control group. VR simulation involved realistic scenarios of the pharmacy workflow, the aspect of verification of prescription, the labeling process as well as guidance of the patients. Pre-monitoring and post-monitoring of performance was undertaken with standardized dispensing evaluation grading and timed tasks after a 6-week intervention The analysis favors the third point about integrating VR technology in pharmacy curriculums so that it could increase the process of skill acquisition and expose the students to realistic dispensing situations.
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Assessment of the effect of Gamified Pharmacology Modules on student engagement and retention of knowledge
Vol.1(2); Pages:21-30. Published on July-2025
Abstract
In this quasiexperiment, gamified pharmacology modules were tested on retention and engagement of knowledge in second-year pharmacy learners. The intervention consisted of interactive digital modules in the form of leaderboards, achievement badges, scenario-based quizzes on the pharmacology of the autonomic nervous system. They included 96 students who were separated into two groups (experimental group with gamified modules and control group with standard lecture recordings). Findings were that the gamified condition had a significantly better retention of information on delayed tests (mean difference = 12.4 %, p < 0.01) and were more self-reported motivated and enjoyed. Through analytics, the gamified group was studied to exhibit more voluntary study time. Results indicate that gamification is effective in terms of long-run knowledge retention and engagement with students and provides a useful mechanism in the context of pharmacy education.
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A Multi-Center Evaluation of Integrating Augmented Reality into Clinical Skills Training of Pharmacy Students
Vol.1(2); Pages:31-41. Published on August-2025
Abstract
AR in medicine has become an effective healthcare educational tool because it presented the ability to give interactive in-time superimposition of clinical information during simulated training. It is a multi-center prospective intervention study into the effect of AR-based training modules upon clinical skill development of fourth-year pharmacy students. The participants of the study (3 universities of Slovenia, Saudi Arabia and Malaysia) involved in it were 120 people who participated in simulations on mandatory interventions, via AR, in patient counseling, preparing intravenous injections, and recognition of adverse events. The Objective Structured Clinical Examinations (OSCEs) were used to measure skills, prior and after the intervention. The mean improvement between the AR and traditional simulation training (20.1 versus 11.3 percent, p < 0.001) was more vast in the AR group which over-performed in the OSCE performance scores. According to the student satisfaction surveys, AR enhanced interaction, immersion, and application of knowledge at the clinical setting. The results are deemed consistent in the inclusion of AR in the pharmacy curriculum in order to promote experiential development and facilitate the preparation of students to professional practice.
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The Efficiency of AI-Based Virtual Patient Simulations on Improvement of the Clinical Decision-Making Skills of Pharmacy Interns
Vol.1(2); Pages:42-52. Published on August-2025
Abstract
New opportunities have been brought to clinical reasoning skills in pharmacy training through the involvement of artificial intelligence (AI) into virtual patient simulation. This was a randomized controlled educational study (an educational trial) to study the efficacy of AI-based virtual patient based learning interventions over computer-based case based learning in stimulating clinical decision-making in pharmacy interns. Eighty eight participants were randomly allocated into the simulation group (using the AI which had dynamic patient avatars which could adapt to real time scenarios based on responses) or the control group (which had case based learning, though these were only static modules). This intervention took the form of 6 weeks covering the following areas of intervention: antimicrobial stewardship, anticoagulation management and oncology supportive care. The standardized clinical reasoning assessments, scoring accuracy, the appropriateness of diagnosis and therapeutic planning were also taken as measures of performance. The analysis showed that the mean percentage increase of clinical decision-making scores was 18.7 percent in the AI group and 9.4 percent in the control group with a p-value of < 0.001. It was also found that the participants had more engagement, realism and preparedness towards patient care.
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Issue 1 JANUARY- JUNE 2025
Volume 1(Issue 1) JANUARY- JUNE 2025 Research Articles
Enhancing e-Health Competencies by Including Database Systems Education in Pharmacy Curricula
Vol.1(1); Pages:1-8. Published on June-2025
Abstract
This paper focuses on how to design and implement relational databases with MS Access. Most information and application systems rely on relational databases. Many systems use them such as hybrid enterprise systems databases or as OLTP systems, representing most of today’s popular database applications. From a modern perspective, they are extremely important. Instead of using a complex example, we explain a pharmacy case that is easy to understand and fully functional. Rather, it uses a commonly found approach in today’s information systems where emphasis is placed on how easily something is used rather than repeated training and specialization. We wish to teach pharmacy students important knowledge of relational databases in three 90- minute sessions, ensuring they gain some practical use of databases.
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Techniques for Addressing Healthcare Inequalities by Increasing Diversity in Pharmacy School Admissions
Vol.1(1); Pages:9-16. Published on June-2025
Abstract
The paper looks at the relationship between how pharmacy programs handle admissions and the diversity in the healthcare workforce. The Special Committee on Admissions of the AACP was asked to assess how pharmacy programs select students, explore new approaches seen in other health professions and form suggestions for broadly looking at students who could succeed in healthcare after graduation. The committee concluded that using traditional measures such as GPA and PCAT is not strong enough to predict a student’s ability in the medical profession and these measures might limit access to other candidates. To address challenges facing the profession, the committee has suggested using holistic review processes that match cognitive and non-cognitive skills, developing focused recruitment plans and preparing united guidelines for admission at universities. The paper points out that by developing a workforce with different backgrounds, community pharmacies can provide culturally aware care, address health differences experienced by many communities and benefit from different approaches to solving problems. Most of these recommendations can help identify students who are motivated and skilled to act as leaders so they benefit all parts of society.
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Enhancing Pharmacy Education: Evaluating and Strengthening Resilience Among Final-Year Students
Vol.1(1); Pages:17-24. Published on June-2025
Abstract
This work analyzed how final year pharmacy students used resilience, both according to a resilience score and a cohort’s experience, to determine the university’s role in fostering this skill. Methods: permission and invitations were received to take part, data from Queen’s University Belfast students were collected using a pre-piloted paper-based questionnaire. I used descriptive statistics. The significant gender differences (p < 0.05) were measured using the Welch Two Sample t-test for the CD-RISC-25 and the Mann-Whitney U Test and Chisquared test for Section B . Outcome: In this study, 80.61% of individuals answered the questions (79/98). The mean score for CD-RISC-25 was higher for males (not significantly so), at 70.39, compared to the score of 67.18 for females (p = 0.2355). Although most individuals believed the School should teach resilience, few
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Assessing Higher Education’s Contribution to the Development of Pharmacy Practice in South Africa
Vol.1(1); Pages:25-34. Published on June-2025
Abstract
South Africa experienced its most significant change in recent times in April 1994, when apartheid and racebased politics were abolished, bringing changes to the country’s education, health care and the career opportunities offered to various groups of people. Since its establishment 28 years ago, the South African government has enforced reforms aimed at achieving a better balance between the rich and poor. Almost immediately, priority was given to the healthcare sector, with a focus on broadening access to services and building more primary health and hospital centers in places that lacked them. The changes are discussed generally in this paper, making specific mention of healthcare and pharmacy practice. The paper looks at modifications in the legal system, how pharmacists are trained and anything influencing drugstore practices in South Africa since 1994. It discusses important matters the profession faced over the past three decades and examines what may happen in the future for pharmacy practice and perspectives. It explores the main parts of pharmacy as practiced in South Africa now and the influence that training new professionals has on the pharmaceutical industry.
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The New Brunswick College of Pharmacists’ Perspective on the Policy Effects of Point-of-Care Testing Implementation in Pharmacies
Vol.1(1); Pages:35-43. Published on June-2025
Abstract
Progress in pharmacy allows practitioners to continue giving significant input to both patients and healthcare. Point-of-care testing (POCT) is allowed for pharmacists in seven provinces in Canada. Seeing how POCT can aid in making decisions while on duty, the New Brunswick College of Pharmacists (NBCP) set up policies and regulations to incorporate POCT in New Brunswick. Canadian Provincial Regulatory Authorities depend on policy writing, as it sets the guidelines pharmacists follow. Every province adopts its own scope of practice and methods for making documentation. The paper discusses the NBCP’s strategy, methodology and outcomes in making a POCT policy. The team conducted a literature search and looked through the regulations of Canadian provinces and other countries. The findings include information on POCT use, procedures for quality assurance, regulations, learning opportunities and the role of pharmacy technicians in performing POCT in the pharmacy. The paper sets out how NBCP involves professionals and guides its policy decisions. As pharmacies offer more point-of-care services, the NBCP’s suggestions can help improve or develop similar practices in other organizations or for other pharmacy professionals.
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