Research Information System
BMC MEDICAL EDUCATION, vol.25, no.1, 2025 (SCI-Expanded)
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 (R), 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 (R) 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 (R) 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 (R) 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.