Student Perceptions of a Virtual Reality Animation for Teaching Absorption and Bioavailability in Pharmacology: A Mixed Methods Evaluation

ABSTRACT

Medication errors, often arising from insufficient pharmacology knowledge, can have serious consequences, highlighting the importance of effective pharmacology education for health care students. This study hypothesized that virtual reality (VR) could improve student engagement, motivation and perceived learning of core concepts in pharmacology. A mixed‐method approach was employed. Students who had completed a course in basic pharmacology were recruited from five international study sites to view a VR animation, explaining drug absorption and bioavailability. The students responded to an online questionnaire exploring their experience and understanding. In addition, 13 medical students from the University of Bergen participated in focus group interviews to further explore their perceptions of VR in pharmacology education. A total of 133 students participated in the VR session and completed the questionnaire, with approximately half reporting that the VR animation changed their understanding of drug absorption. Thematic analysis of the focus group interviews produced three themes descriptive of the students' learning experiences, each pivoting tensions between: (1) The role of VR in integrating pharmacology with other medical disciplines; (2) striking a balance between engaging and overwhelming learning experiences; (3) in‐depth learning under the weight of assessment. The technical solution appears satisfactory, and students found the 360° VR animation engaging and useful for visualizing the complex concepts of absorption and bioavailability. VR animation shows potential to enhance integration of pharmacology to other medical disciplines. However, careful design is required to support self‐paced learning and minimize cognitive overload.