An exploration of virtual standardized patients and their effect on clinical readiness in pharmacy education

BACKGROUND: Simulation-based learning is widely used in pharmacy education to support the development of communication skills essential for effective patient care. Human Standardized Patients (HSPs) are a longstanding method for clinical and communication training, yet their high cost and logistical demands have prompted interest in scalable alternatives such as Virtual Standardized Patients (VSPs). OBJECTIVE: This review synthesizes current literature on HSPs, VSPs, and clinical readiness in pharmacy education and examines how theoretical frameworks explain the potential of VSPs to enhance students' self-efficacy and preparedness for clinical practice. METHODS: A narrative review approach was used to integrate research from pharmacy, health professions education, and simulation scholarship. Social Cognitive Theory and Constructivist Learning Theory served as guiding frameworks to analyze how simulation-based experiences contribute to confidence development. FINDINGS: Evidence suggests that VSPs may support clinical readiness by offering repeatable, low-stakes practice with immediate feedback. Theoretical mechanisms such as performance accomplishment, experiential interaction, and reflective engagement align with VSP learning affordances. IMPLICATIONS/CONCLUSIONS: VSPs represent a promising complement to traditional HSP-based instruction. Their integration may expand access to clinical readiness while supporting self-efficacy development. Future research should evaluate long-term learning outcomes and curricular integration strategies.