Evaluating Students’ Performance and Perceptions Following Simulated Pharmacology Laboratories.
Resumo
Background: Traditional pharmacology education fails to bridge the gap between theoretical drug mechanisms and clinical application. This study evaluates the implementation of a simulated pharmacology laboratory as a pedagogical tool to enhance student achievement. Methods: A mixed-methods study was conducted across three student cohorts (n = 308). The simulation was integrated into: Principles of Disease I & II, Gastrointestinal (GI) System, and Nervous System & Special Senses modules. Performance was measured via pharmacology OSPE stations. Data were analyzed using SPSS, employing ANOVA and t-tests for gender-stratified quantitative results. Qualitative reliability was ensured through a thematic analysis of feedback from students, medical educators, and pharmacology experts. Results: Quantitative analysis revealed high levels of performance outcomes, particularly in the GI module (Mean 8.7 ± 0.1 for Patch 3 females). However, the Nervous System module consistently yielded lowest scores (Means < 7.0) across all patches, suggesting inherent conceptual complexity. Statistical significance was observed in Principles of Disease I (p < 0.05). Qualitatively, experts (n=10) praised the method's resource efficiency and cognitive alignment but cautioned against lack of biological variability inherent in digital models. Students reported increased self-efficacy, though gender-stratified feedback highlighted differing preferences for collaborative versus technical preparatory materials. Conclusion: Simulated pharmacology labs significantly support undergraduate learning outcomes in specific modular domains. While highly effective for visualizing drug-receptor interactions, a "hybrid" model incorporating real-world biological variability is recommended for complex neuropharmacology topics. These findings support the wider integration of simulation-based learning (SBL) as a stable, equitable pedagogical framework in medical curricula.
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