Online simulation versus traditional classroom learnings in clinical pharmacy education: effect on students' knowledge, satisfaction and self-confidence
| dc.contributor.author | Selçuk, Aysu | |
| dc.contributor.author | Öztürk, Nur | |
| dc.contributor.author | Önal, Nurbanu | |
| dc.contributor.author | Bozkır, Asuman | |
| dc.contributor.author | Aksoy, Nilay | |
| dc.date.accessioned | 2025-06-12T10:55:33Z | |
| dc.date.available | 2025-06-12T10:55:33Z | |
| dc.date.issued | 2025 | |
| dc.department | Fakülteler, Eczacılık Meslek Bilimleri Bölümü, Klinik Eczacılık Ana Bilim Dalı | |
| dc.description.abstract | Background: Over the course of the past few years, the area of medical education has experienced a substantial movement towards the establishment of online learning platforms and resources. This study aimed to to evaluate the efficacy of an online simulation learning intervention, MyDispense®, compared to traditional classroom learning in terms of enhancing knowledge, satisfaction, and self-confidence among participants. Methods: A multicentre randomized controlled study was conducted among pharmacy students who were assigned either intervention MyDispense® or control traditional classroom learning groups. They were eligible if they previously had experience with online simulation learning. A previously validated questioner were used to measure the outcome of knowledge, satisfaction and self-confidence. Results: Both the intervention and control groups revealed significant improvement in knowledge, the P value for pre-post knowledge scores for each group was < 0,001. Despite these internal improvements, this study's findings showed no statistically significant differences (p > 0.05) between the intervention and control groups on knowledge gain, satisfaction, or self-confidence. This represents comparable outcomes irrespective of the group's exposure to intervention. Conclusion: The study evaluated the efficacy of online simulation learning intervention MyDispense® in comparison to traditional classroom learning. While both strategies effectively improved knowledge, satisfaction, and self-confidence, the findings demonstrated that the online simulation yielded equivalent learning benefits. MyDispense® could be an alternative to traditional education in situations where face to face learning is not feasible, with comparable learning outcomes. Clinical trial number: not applicable. | |
| dc.identifier.citation | Selçuk, A., Öztürk, N., Önal, N., Bozkır, A., & Aksoy, N. (2025). Online simulation versus traditional classroom learnings in clinical pharmacy education: effect on students’ knowledge, satisfaction and self-confidence. BMC Medical Education, 25(1), 437. | |
| dc.identifier.doi | 10.1186/s12909-025-07028-7 | |
| dc.identifier.issn | 1472-6920 | |
| dc.identifier.issue | 1 | |
| dc.identifier.pmid | 40133885 | |
| dc.identifier.scopus | 2-s2.0-105000855015 | |
| dc.identifier.scopusquality | Q1 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12939/5774 | |
| dc.identifier.volume | 25 | |
| dc.identifier.wos | WOS:001451720000003 | |
| dc.identifier.wosquality | Q1 | |
| dc.indekslendigikaynak | PubMed | |
| dc.institutionauthor | Aksoy, Nilay | |
| dc.language.iso | en | |
| dc.publisher | BioMed Central | |
| dc.relation.ispartof | BMC Medical Education | |
| dc.relation.publicationcategory | Diğer | |
| dc.rights | info:eu-repo/semantics/openAccess | |
| dc.subject | Clinical pharmacy education | |
| dc.subject | MyDispense | |
| dc.subject | Online simulation learning | |
| dc.subject | Self-confidence | |
| dc.subject | Traditional classroom learning | |
| dc.title | Online simulation versus traditional classroom learnings in clinical pharmacy education: effect on students' knowledge, satisfaction and self-confidence | |
| dc.type | Other |
