Virtual reality (VR) and augmented reality (AR) in pharmacy education: perspectives among pharmacists in the workforce (a qualitative study)

Abstract

Augmented Reality (AR) and Virtual Reality (VR) are being increasingly applied across sectors, including entertainment, architecture, and, education. However, further research is needed to evaluate their long-term feasibility in professional settings. This study explores pharmacists’ perspectives on implementing AR/VR in pharmacy education. Semi-structured interviews were conducted with 20 pharmacists from community, hospital, academia, and industry sectors. Data from transcripts and video recordings were de-identified and analysed using NVivo (Version 14). Thematic analysis revealed three main themes: Knowledge, Implementation, and Policy. Subthemes were developed based on the frequency and recurrence of participants’ views. Pharmacists generally demonstrated awareness of AR/VR and agreed on its educational value, particularly in simulating real-world environments and preparing students for careers in pharmacy. Participants also noted its usefulness in improving skill-based learning and providing risk-free practice opportunities. Implementation challenges, including technological infrastructure, training needs, and cost constraints, were raised. Policy concerns centred on data privacy, access, and sustainability through inter-university collaboration and partnerships with developers. A synthesis across themes produced five convergent insights: educational benefits, reflective learning, implementation feasibility, policy considerations, and sustainability strategies. Overall, pharmacists’ perspectives highlight both opportunities and challenges, offering guidance for integrating AR/VR into pharmacy education and future professional training.