Table 4 Themes generated during the study and their relationship to the aim of the study

It is good to know what could have been done better - without judgment

“Pointing out positive sides - strengthening the belief that we have the skills.”

“Good to hear what can be improved.”

“No judging, discussing scenes without stress.”

Conducting a debriefing based on the Pendleton model reassured the students that the classes were not evaluative in nature.

All hands on deck!

“The classes were conducted in a very interesting way.”

“Everyone had the opportunity to comment on the scene.”

This form of classes enabled students to become active participants, i.e., strengthening their internal motivation to learn, in accordance with the assumptions of andragogy.

Just like in a real pharmacy

“I felt like I was in a real pharmacy.”

“The script was realistic, it raised problems that are difficult to solve only with theoretical knowledge after graduation.”

“A scenario was similar to a possible situation in a pharmacy. It reflects reality well.”

“I liked the opportunity to put theoretical knowledge into practice.”

“I liked the possibility of using knowledge in a real situation.”

The proposed scenarios used during simulation exercises and the skills acquired during the role-play and debriefing were assessed by the students as useful in the context of their future professional work, which meets the assumptions of the Kirkpatrick model. This model assumes that participants’ satisfaction is one of the basic elements of course evaluation [42].

Stress

“The disadvantage of this type of class is the increased level of stress.”

“The downside was the audience and the fact that someone was observing the course of the scene.”

Despite pointing out the stress associated with role-playing, students in self-perceived confidence surveys indicated an increase in self-esteem, which allows us to assume that it did not demotivate them.