In pharmacy education, mastering clinical microbiology is essential for students. Traditionally, this is achieved through hands-on laboratory experiences, but alternative methods, such as simulation-based learning, are increasingly being explored. Previous studies have shown that simulations can enhance learning outcomes in healthcare education. The ongoing COVID-19 pandemic has underscored the value of technology in supporting educational goals. This study aims to evaluate and compare the effectiveness of a commercially available virtual microbiology simulation (VUMIE™) and a conventional wetlab in enhancing the knowledge, skills, and confidence of second-year pharmacy students in an integrated pharmacotherapeutics course. This research employed a randomized crossover design to compare the effectiveness of the VUMIE™ simulation versus a traditional wetlab intervention. Participants engaged in three sessions of 1–2 hours each for both interventions (totaling six sessions). Surveys were distributed at three key points: prior to any intervention (baseline), after the first intervention (VUMIE™ or wetlab), and at the final endpoint (following both interventions). Data were analyzed using SPSS Statistics 25 and Instat™ software. Initial survey response rates were around 50%, dropping to approximately 25% at the endpoint. Students who participated in the VUMIE™ simulation scored higher on post-intervention knowledge assessments (multiple-choice questions) compared to those in the wetlab group, with the highest scores appearing at the endpoint. Both interventions showed statistically significant improvements in knowledge, skills, and confidence when compared to baseline. Although VUMIE™ produced higher post-intervention scores across these areas, no significant statistical difference was found between the two approaches. Overall, the VUMIE™ simulation yielded comparable learning outcomes to the traditional wetlab. The study suggests that the VUMIE™ virtual simulation can achieve similar educational outcomes to the wetlab in terms of student knowledge, skills, and confidence. Additionally, the simulation method was more cost-effective, provided a safe and accessible learning environment, and offered the benefit of repeated practice, enhancing students’ deliberate learning.
