Exploring student perceptions of MyDispense simulation training on developing prescribing skills in second-year MPharm students at Kingston University London

Background

Simulation-based learning supports prescribing education in the MPharm as UK pharmacy graduates move towards registration as independent prescribers (General Pharmaceutical Council, 2021). MyDispense, an online simulation, recently expanded to include prescribing and diagnostic functionality; however, evidence evaluating it in undergraduate prescribing development remains limited.

Aim

To explore second-year Kingston University London MPharm students’ perceptions of MyDispense simulation training in supporting the development of prescribing skills.

Methods

A mixed-methods study conducted in October 2025 followed a MyDispense simulation aligned to the second-year curriculum. Students completed three prescribing scenarios using MyDispense version 7.5. An anonymous 24-item questionnaire, distributed via QR code using MS Forms, captured data on usability, engagement, confidence, transferability and perceived strengths and limitations. Quantitative data were analysed descriptively and qualitative responses thematically. Ethics was obtained from Kingston University.

Results

A response rate of 31% (n=60/193) was achieved, with response numbers varying between optional questions. Prior to the session, 56.6% (n=34/60) reported little or no prescribing experience. Following simulation, 94.8% (n=55/58) reported improved understanding and confidence in the prescribing process. Perceived transferability to in-person simulations was high, with 56% (n=35/60) responding yes and 42% (n=26/60) somewhat. Most students were willing to use MyDispense outside scheduled sessions (85%, n=51/60). Engagement was rated positively by 73.3% (n=44/60), and 80.7% (n=46/57) described the experience as enjoyable. Perceived ease of use varied.
Qualitative responses (n=34) highlighted increased confidence in prescription writing and medication selection, alongside improved familiarity with clinical resources and counselling. Challenges included diagnostic decision-making, treatment selection and navigation.

Conclusion

Second-year MPharm students perceived MyDispense prescribing simulations as valuable for improving understanding and confidence with prescribing processes and supporting early familiarisation with prescribing practice. While engagement and perceived transferability were high, usability and clinical decision-making challenges suggest that MyDispense is best as a complementary learning tool alongside in-person simulation and clinical teaching.