Students’ perspectives of the use of scenario-based videos for studying pharmacy law

Maryam B Olayonwa, Ricarda Micallef


Background: Living in a ‘digital-era’, it is important to introduce new technological formats to support student learning.

Objective: This study aims to investigate participation in, perceived usefulness of, and future opportunities for animated videos.

Method: Using Videoscribe software, nine animated, scenario-based videos on pharmacy law topics were created during a summer internship, and then made available to second year Master of Pharmacy (M.Pharm.) students (n=135). Questionnaires and interviews were used to assess the objective.

Results: Seventy-nine percent (n=82/104) had watched at least one video with 59% (n=48) watching all nine. All videos ranked over 4 out of 5 for usefulness. Students (82%, n=73/89) intended to use the videos for revision and 98% (n=86/88) agreed the content was relevant for learning. Interviews showed that students mainly used the videos as ‘quick revision tools’.

Conclusion: Animated videos are well received for supporting learning content and revision. Creating additional videos and resources for students should be further explored to increase understanding.


Pharmacy Law; Educational Videos; Animated Videos; Scenario-based Videos; Technology in Teaching

Full Text:



Ahmed, R. (2015). Evaluation Of The Peer Assisted Learning Scheme For Second Year Pharmacy Practice Students. Kingston: Kingston University. Available at: RANA_project_final_version.pdf. Accessed 23rd April, 2018

Appelbe, G. & Wingfield, J. (2014). Dale and Appelbe’s Pharmacy and Medicines Law. 10th ed. London: Pharmaceutical Press.

Barford, J. & Weston, C. (1997). The use of video as a teaching resource in a new university. British Journal of Educational Technology, 28(1), 40–50. doi:http://

Brame, C.J. (2015). Effective Educational Videos. Vanderbuilt University Center for Teaching: 1–8. Available at: effective-educational-videos/. Accessed 27th November, 2017

Gallagher, C.T. (2011). Building on Bloom : A Paradigm for Teaching

Pharmacy Law and Ethics from the UK. Currents in Pharmacy Teaching & Learning, 3(1), 71–76. doi:

Guo, P.J., Juho, K. & Rob, R. (2014). How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos. doi: 10.1145/2556325.2566239

Kingston University. (2018). Equality, Diversity and Inclusion Annual Report 2018 Data Tables. Available at: university/equality-diversity-and-inclusion/documents/ equality-data-tables-2018.pdf. Accessed 23rd April, 2018

Lam, P., McNaught, C., Lee, J. & Chan. M. (2014). Disciplinary Difference in Students’ Use of Technology, Experience in Using E-Learning Strategies and Perceptions towards E-Learning. Computers and Education, 73, 111–20. doi: j.compedu.2013.12.015

Micallef, R. & Slater, N. (2017). Increasing student engagement in pharmacy law. New Directions in the Teaching of Physical Sciences, 12(1), 2051-3615

Park, H.L. & Shrewsbury, R.P. (2016). Student Evaluation of Online Pharmaceutical Compounding Videos. American Journal of Pharmaceutical Education, 80(2), 30. Available at: pmc/articles/PMC4827581/. Accessed 23rd April, 2018

Stolte, S.K., Richard, C., Rahman, A. & Kidd, R.S. (2011). Student Pharmacists’ Use and Perceived Impact of Educational Technologies. American Journal of Pharmaceutical Education, 75(5), 1–6. doi: http://


  • There are currently no refbacks.
article/comments.tpl article/footer.tpl