An Analysis of Health Science Students’ Preparedness and Perception of Interactive Virtual Laboratory Simulation

Abstract

The achievement of learning goals via laboratory practical depends on both extrinsic and intrinsic factors. They could be limited by laboratory time, incurred cost, safety, self-efficacy, inadequate prior preparation by learners, and different learning styles. Hence, virtual laboratory simulation (vLAB) may be an appropriate e-learning tool to overcome these restrictions. In this study, student’s perception of the usefulness of vLAB was determined by using deoxyribonucleic acid (DNA) gel electrophoresis and polymerase chain reaction (PCR) as case examples. The perception of Year 2 and 3 health science undergraduate students’ ( N = 87) was studied using a questionnaire consisting of 12 items, rated on a 5-point Likert-scale. The attainment of learning outcomes was assessed using pre-and post-tests containing multiple-choice questions (MCQs). In addition, student’s experience and learning from the vLAB were further explored using qualitative analysis. Although there was no significant difference between the mean scores of the pre-and post-tests, results showed that all participants perceived vLAB well, with a median score of 4 (Agree) for all items in the questionnaire. It provides a meaningful learning experience and an authentic environment where students feel safe to practice what they have learnt in lectures. Moreover, vLAB facilitates individualised learning and enhances self-efficacy among students. In conclusion, vLAB prepares students for physical laboratory sessions by activating the prehension dimension of Kolb’s learning cycle, therefore complementing and strengthening the attainments of health sciences laboratory learning goals and outcomes.

A Meta-synthesis on Technology-Based Learning Among Healthcare Students in Southeast Asia

“…The majority of past studies investigated the e-learning technologies for general purposes, either as a complementary method (substituting selected parts of teaching and learning activities with online learning or blended learning) or as the main method (full online learning) [ 52 – 54 , 60 , 62 , 64 , 65 , 67 , 69 , 72 ]. A small number of advanced technologies were available, such as virtual reality [ 59 , 63 , 68 , 70 ] and telesimulation [ 71 ]. Technologies such as Kahoot!™ and GaMed©™ were used to complement (e.g., enhance motivation and engagement) teaching and learning activities [ 56 , 57 , 61 ], or EHRNE software was used to mimic the real clinical practice of online health documentation [ 58 ].…”

“…However, the COVID-19 studies explored the learners’ experiences on how technology becomes a part of daily life, focusing on life experiences rather than on technology. It can be summarized where the pre-COVID studies observed consumer and design studies on the use of technology [ 54 – 66 ], except for some [ 52 , 53 ], whereas COVID-19 studies observed life experience as learners utilizing technology in learning [ 67 , 69 , 71 , 72 , 74 ], except for some [ 68 , 70 , 73 ]. Studies focusing on the technology and product emphasized their advantages and were optimistically reported, whereas studies on life experience paid more attention to reporting on the challenges and limitations in learning.…”

“…I won’t see certain steps. But for this in the virtual lab, I’ll be able to do everything step by step by myself’.” (First-order construct, Kok et al [ 68 ]) “I think it’s quite an interesting way to be introduced to clinical ward rounds because I’ve never been on ward rounds before.” (First-order construct, Liaw et al [ 70 ]) “I think having pre-recorded lectures is good for a slow learner like me, I can listen to the lecture again… which helped me… I can see my grades improved for that module when I listened two to three times” (first-order construct, Hu et al [ 67 ]) Limitations of technology “Our worry is we will become the OL [online learning] version of medical graduates—lack of experience, lack of communication skills in patient care because it’s just not the same when you clerk online. We got to clerk only one patient for each posting because you cannot get many patients in every online classes.” (First-order construct, Roslan and Halim [ 72 ]) “Because of too much dependence to internet, students become lazy and may neglect exhausting all possible references and become content to what is being offered in internet sites where even credibility of information is sometimes at stake” (second-order construct, Austria [ 54 ]) “Some participants stated that it was easy to use [the technology] and relevant to practice.…”

“…I won’t see certain steps. But for this in the virtual lab, I’ll be able to do everything step by step by myself’.” (First-order construct, Kok et al [ 68 ])…”

Google Colab and Virtual Simulations: Practical e-Learning Tools to Support the Teaching of Thermodynamics and to Introduce Coding to Students

“… 20 Youmans presented an interesting report on how unique it is to teach during the COVID-19 pandemic in terms of other distance learning experiences. 21 There are many case studies on distance learning experiences in various fields of both basic and applied sciences (e.g., physics, 22 computational chemistry, 23 theoretical analysis, 24 biochemistry, 25 microbiology, 26 health, 27 mechanics 28 ). Furthermore, comparative studies have been widely conducted.…”