Welcome to the Current Issues section of the Journal of Pharmacy Simulation and Digital Education (JPSDE). This section provides access to the latest research and past publications that highlight innovations and advancements in pharmacy simulation, virtual education, and digital tools in pharmaceutical training.
Featured Articles in the Latest Issue
- 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.
View Full PDF
Please LOGIN to View Full PDF or Read more.
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.
View Full PDF
Please LOGIN to View Full PDF or Read more.
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.
View Full PDF
Please LOGIN to View Full PDF or Read more.
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.
View Full PDF
Please LOGIN to View Full PDF or Read more.
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.
View Full PDF
Please LOGIN to View Full PDF or Read more.
Accessing the Articles
You can access the full text of these articles by clicking on the titles or visiting our journal’s online archives.
Stay Updated
To stay informed about the latest research and updates in the journal, consider subscribing to our newsletter or following us on social media.
