International Journal of Multidisciplinary Research and Growth Evaluation

Artificial Intelligence–Enabled Virtual Laboratories in Pharmacy Education in Uganda: Students’ Experiences, Perceptions, and Practical Competency Development

Kavuma Enock¹, Ayello Doreen², Kareodu Ronald³, Mugabi Simon Arthur⁴, Mayambala Posiano⁵, Laghu Robert⁶, Salamu Geoffrey⁷, Womayi Ivan⁸, Nuwamanya Jackson⁹, Mbabazi Glorias¹⁰, Mabonga Habert¹¹, Oromcam Benjamin Wathum¹²

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Abstract

AI and digital learning technologies are revolutionizing health professions education by developing new ways to achieve hands-on skills. Laboratory training in the field of pharmacy education is still vital in developing technical skills, clinical reasoning, problem solving and professional confidence. In low and middle-income countries including Uganda, constraints like limited infrastructure, inadequate resources, rising enrolments and limited opportunities for repeated practice pose challenges to institutions. AI-powered virtual laboratories offer a promising alternative by using the interactive and learner-centered learning experiences to supplement traditional hands-on learning. The qualitative narrative review focuses on the experiences and perceptions of students, and how the use of virtual laboratories with AI tools could help develop practical competency in Uganda's pharmacy students. Pharmacy and health professions education provides evidence of the potential for AI-assisted virtual learning to improve engagement, confidence, self-directed learning, and practical skills. But implementing this successfully needs proper digital infrastructure, preparedness of faculty, integration within curriculum and institutional support.  

Keywords: Artificial intelligencevirtual laboratoriespharmacy educationdigital learningpractical competenciesqualitative narrative reviewUganda

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Licensed under CC BY 4.0.