A Web-Based Virtual Laboratory for Teaching Chemical Synthesis: A Case Study on Lidocaine Synthesis

The COVID-19 pandemic prompted a rapid shift from conventional in-person teaching to remote learning, posing significant challenges for laboratory-based courses. In response, a virtual lab toll was developed for the “Medicinal Substances” module focused on the chemical synthesis of lidocaine. Unlike conventional video demonstrations, this innovative approach integrated interactive, decision-based simulations, allowing students to engage in key procedural choices and experience variable outcomes based on their decisions. The design emphasized critical techniques such as liquid–liquid extractions, a known area of difficulty for students, fostering deeper conceptual understanding and reinforcing decision-making skills essential for future pharmacists and pharmaceutical sciences students. Undergraduates worked through a series of web-based tasks, encountering realistic scenarios that required the careful evaluation of options. Wrong selections led to reduced outcomes and explanatory feedback, encouraging repeated learning without the time constraints of in-person lab sessions. A post session questionnaire evaluated the effectiveness of the virtual experience. Results demonstrated enhanced comprehension of the synthesis process, improved knowledge with critical procedural steps, and a strong student preference for interactive learning over passive observation. Students highlighted the engagement and clarity provided by the virtual format and expressed interest in its continued use alongside conventional laboratories. This study illustrates the value of interactive virtual laboratories as both a supplement to hands-on practice and a scalable tool for broadening students’ exposure to diverse chemical synthesis techniques. By reducing time demands and resource constraints, virtual laboratories offer a flexible complement to in-person sessions, enhancing chemical education through experiential, decision-based learning.