The application of MyDispense as virtual simulation in pharmacy education in a non-prescription drugs and self-care course: a prospective mixed-method study

BACKGROUND: Simulation-based learning has become an important component of pharmacy education, providing safe and standardized environments for skill development. MyDispense, a free, web-based pharmacy simulation platform, has gained global adoption for teaching dispensing skills, clinical decision-making, and patient counseling. However, most evidence on its impact originates from Western settings, with limited evaluation in Middle Eastern contexts where pharmacy practice regulations and curricular structures differ. Understanding the impact of MyDispense within the Saudi educational environment is therefore important to ensure its contextual relevance and effective curricular integration. This study aims to assess the impact of MyDispense on the development of dispensing skills in pharmacy students and explore their perceptions of using the application in the Non-Prescription Drug and Self-Care (NPD-SC) course. METHODS: This study employs both interventional and observational approaches to achieve its objectives. Phase 1 was an interventional study designed to assess students' performance and skills development before and after the implementation of MyDispense in the NPD-SC course. Phase 2 was a non-interventional, post-experience online survey aimed at exploring students' perceptions of the effectiveness and usability of MyDispense. RESULTS: A total of 119 third-year pharmacy students completed the pre- and post-test assessments in Phase 1, demonstrating a significant increase in mean scores, which indicates improved assessed skills in dispensing and communication. In Phase 2, 104 students completed the survey, expressing positive perceptions of MyDispense as an effective and engaging learning tool. Students rated the application's realism and its help in understanding the steps of OTC medication dispensing highly. The "Application Effectiveness" domain received the highest rating, followed by "General Appreciation", showing strong agreement about its positive effect on learning outcomes. No significant differences were observed across GPA, usage frequency, or resource utilization in students' perception scores, except for gender, with female students rating overall appreciation and perceived effectiveness significantly higher than males. CONCLUSION: The findings of this study highlight MyDispense as an effective and equitable learning tool, owing to its freely available and easily accessible nature which benefits students. Continued integration of blended instructional approaches, supported by sufficient institutional resources, is recommended to meet the intended learning outcomes.