Enhancing student confidence and preparedness in pharmacology: a virtual pre-laboratory approach
- 1Medical Pharmacology, School of Pharmacy and Pharmaceutical Sciences, Cardiff University
- 2Cardiff Learning and Teaching Academy, Cardiff University
Abstract
Introduction: Laboratory practicals are a core component of undergraduate pharmacology education but are often associated with student anxiety due to lack of familiarity with the lab environment and experimental procedures. Virtual pre-laboratory activities have the potential to address this challenge by allowing students to familiarise themselves with the practical setting and procedures in advance of in-person classes.
Methods: A virtual, interactive desktop-based pre-laboratory resource (VR-Lab) was developed to support second year BSc Medical Pharmacology students undertaking in-vitro organ bath experiments. The VR-lab incorporated a 360-degree laboratory environment, stepwise procedural guidance and formative activities. A mixed-methods evaluation was conducted with a cohort of 34 students using Likert-scale survey responses and open-ended feedback following the first practical session. Comparisons of summative assessment performance were made with a previous cohort without access to the VR-Lab.
Results: Students reported high levels of engagement, usability and perceived educational value. All respondents reported the VR-lab enhanced preparedness for and confidence during the in-person laboratory session. Qualitative feedback highlighted the importance of procedural familiarisation, stepwise guidance, and embedded multimedia content in supporting engagement. Feedback also identified areas for improvement included navigation and accessibility on smaller devices. No significant difference in summative assessment performance was observed between cohorts.
Conclusion: Virtual pre-laboratory resources may enhance the student experience of practical pharmacology teaching by reducing barriers associated with unfamiliar environments, supporting confidence and engagement without directly influencing assessment outcomes.
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BibTeX
@article{voisey2026enhancing,
title = {{Enhancing student confidence and preparedness in pharmacology: a virtual pre-laboratory approach}},
author = {Alexander C. Voisey and Owen J. Crawford and Andrew Hilbourne and Nicola J. Jordan and Iain R. Hutcheson and Derek Lang},
journal = {Frontiers in Pharmacology},
year = {2026},
month = oct,
doi = {10.3389/fphar.2026.1897899},
url = {https://www.frontiersin.org/articles/10.3389/fphar.2026.1897899/full},
note = {CC BY 4.0},
}
RIS
TY - JOUR
TI - Enhancing student confidence and preparedness in pharmacology: a virtual pre-laboratory approach
AU - Alexander C. Voisey
AU - Owen J. Crawford
AU - Andrew Hilbourne
AU - Nicola J. Jordan
AU - Iain R. Hutcheson
AU - Derek Lang
PY - 2026
DA - 2026/10/26
JO - Frontiers in Pharmacology
DO - 10.3389/fphar.2026.1897899
UR - https://www.frontiersin.org/articles/10.3389/fphar.2026.1897899/full
AB - Introduction: Laboratory practicals are a core component of undergraduate pharmacology education but are often associated with student anxiety due to lack of familiarity with the lab environment and experimental procedures. Virtual pre-laboratory activities have the potential to address this challenge by allowing students to familiarise themselves with the practical setting and procedures in advance of in-person classes. Methods: A virtual, interactive desktop-based pre-laboratory resource (VR-Lab) was developed to support second year BSc Medical Pharmacology students undertaking in-vitro organ bath experiments. The VR-lab incorporated a 360-degree laboratory environment, stepwise procedural guidance and formative activities. A mixed-methods evaluation was conducted with a cohort of 34 students using Likert-scale survey responses and open-ended feedback following the first practical session. Comparisons of summative assessment performance were made with a previous cohort without access to the VR-Lab. Results: Students reported high levels of engagement, usability and perceived educational value. All respondents reported the VR-lab enhanced preparedness for and confidence during the in-person laboratory session. Qualitative feedback highlighted the importance of procedural familiarisation, stepwise guidance, and embedded multimedia content in supporting engagement. Feedback also identified areas for improvement included navigation and accessibility on smaller devices. No significant difference in summative assessment performance was observed between cohorts. Conclusion: Virtual pre-laboratory resources may enhance the student experience of practical pharmacology teaching by reducing barriers associated with unfamiliar environments, supporting confidence and engagement without directly influencing assessment outcomes.
SN - 1663-9812
ER -