Virtual reality and simulation for the teaching of sterile pharmaceutical manufacturing in pharmacy education: A cross-sectional evaluation of student opinions

INTRODUCTION: Use of virtual reality (VR) is increasing in education. A VR and simulation field trip was developed, allowing students to experience a walkthrough of a sterile pharmaceutical manufacture site using three modalities: a VR headset with 3D static tour, 2D static desktop tour and a 360° dynamic video tour. This study aims to understand student opinions, assess usability of the modalities used and investigate potential for a simulation to replace physical site visits. METHODS: Data from undergraduate pharmacy and postgraduate pharmaceutical science students was gathered through an online survey. A system usability scale (SUS) score was calculated for each modality. Responses were coded and analysed using descriptive and inferential statistics and open-text responses were analysed using conventional content analysis. RESULTS: Data was collected from 82.3% (n = 79) of students who participated in the virtual field trip. Most students (97.4%, n = 76) across both courses were either extremely satisfied or satisfied with the session. Almost two thirds of students (64.9%, n = 50) ranked VR walkthrough highest, followed by 360° video walkthrough (19.5%, n = 15) and desktop walkthrough (15.6%, n = 12). Two out of three students (66.7%, n = 12) with previous on-site experience agreed the virtual field trip could replace a physical site visit. Open-text responses revealed advantages and drawbacks versus physical visits. All modalities displayed acceptable usability. Most students (91.0%, n = 71) would welcome wider use of VR and simulation in their course. CONCLUSION: Positive results obtained highlight potential for greater implementation of VR and simulation to support teaching of sterile manufacturing and increase student accessibility to manufacturing sites.