Trial reportBMC medical education2025
Online simulation versus traditional classroom learnings in clinical pharmacy education: effect on students' knowledge, satisfaction and self-confidence.
Trial report in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
5 citing papers in PubMed.
- Flipped classroom showdown: game-based vs. case-based learning in pharmacy education.BMC medical education · 2026Article
- Enhancing compassionate communication: comparing lecture and simulation training in breaking bad news training.BMC medical education · 2026Article
- Knowledge, attitudes, and behaviors of pharmacy students towards clinical pharmacy in Türkiye: insights from a multicenter cross-sectional study.BMC medical education · 2026Article
- Unraveling the Impact of Blended Learning vs. Online Learning on Learners' Performance: Perspective of Self-Determination Theory.Behavioral sciences (Basel, Switzerland) · 2025Article
- Online scenario simulation teaching in airway management for undergraduate anesthesia students.Frontiers in medicine · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundOver 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
methodsA multicentre randomized controlled study was conducted among pharmacy students who were assigned either intervention MyDispense
resultsBoth 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.
conclusionThe study evaluated the efficacy of online simulation learning intervention MyDispense CLINICAL TRIAL NUMBER: not applicable.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.