New insights and possibilities in pharmacy education: Integration of new technologies and internationalization at home

Abstract

Pharmacy education is significantly transformed by active learning, ongoing development, and innovative educational approaches. The rapid advancement of technology, particularly the integration of artificial intelligence, is enhancing educational tools and methods. Additionally, the COVID-19 pandemic has highlighted the potential of virtual exchanges, making global education more accessible through internationalization at home. Both educators and students are adapting to these contemporary advancements, reshaping the education landscape. In pharmacy education, combining theoretical knowledge and practical skills is crucial for developing problem-solving, discussion, and critical thinking abilities. Problembased learning is increasingly utilized as a novel educational method in this field. This paper explores new perspectives and possibilities in pharmacy education by presenting case studies that illustrate the application and benefits of problem-based learning and internationalization at home.

Keywords

• Pharmacy education
• Technology integration in education
• [Generative] artificial intelligence
• • Internationalization at home
• Problem-based learning

References

1. Altbach, P. G., Reisberg, L., & RumbleY, L. E. (2019). Trends in global higher education: Tracking an academic revolution. Brill. Unesco Publishing. google scholar
2. American Council for PharmacY Education (ACPE). (2024). Accreditation standards and key elements for the professional programme in pharmacy leading to the doctor of pharmacy degree. Retrieved from https://www.acpe-accredit.org/ pdf/Standards2016FINAL2022.pdf google scholar
3. Asad, V. (2024). Integrating AI into Pharmacy Curriculum [Blog post]. Retrieved from https://www.linkedin.com/pulse/integrating-ai-pharmacY-curriculum-varda-asad-hmd9f google scholar
4. A ttia, R. T., & Mandour, A. A. (2023). Team-based learning-adopted strategy in pharmacy education: Pharmacology and medicinal chemistry students’ per-ceptions. Future Journal of Pharmaceutical Sciences, 9(15), https://doi.org/10. 1186/s43094-023-00464-6. google scholar
5. B atson, C., & Mara, D. (2024). The pharmacy students’ guide to Artificial Intelligence-AI. The Journal of Paediatric Pharmacology and Therapeutics, 29(1), 85-89. https://doi.org/10.5863/1551-6776-29.1.85 google scholar
6. B eelen, J., & Jones, E. (2015). Redefining internationalisation at home. A. Curai, L. Matei, R. Pricopie, J. Salmi, and P. Scott (Eds.), The European Higher Education Area: Between Critical Reflections and Future Policies, (pp. 67-80). Dordrecht: Springer. google scholar
7. Be netoli, A., Chen, T. F., Aslani, P. (2015). The use of social media in pharmacy practise and education. Research in Social and Administrative Pharmacy, 11(1), 1-46. https://doi.org/10.1016/j.sapharm.2014.04.002. google scholar
8. Bo ud, D., & Feletti, G. (2013). Challenges in problem-based learning. Routledge. google scholar

9. Ca in, J., Malcom, D. R., & Aungst, T. D. (2023). The role of artificial intelligence in the future of pharmacy education. American Journal of Pharmaceutical Education, 87(10), 100135. https://doi.org/10.1016/j.ajpe.2023.100135 google scholar
10. Co llins, M.J. & McLain, N. E. (2021). Pharmacology course redesign using high-impact practices. Journal of Nursing Education, 60(9), 529-533. https://doi.org/10. 3928/01484834-20210719-01 google scholar
11. Culp, M. L., Mahmoud, S., Liu, D., and Haworth, I. S. (2024). An artificial intelligence-supported medicinal chemistrY project: an example for incorporating artificial intelligence within the pharmacy curriculum. American Journal of Pharmaceu-tical Education, 88(5), 100696. https://doi.org/10.1016/j.ajpe.2024.100696 google scholar
12. Ebrahimnejad, P., Amilrkhanloo, M. and Shaki, F. (2023). Application of artificial intelligence in pharmacy education: legal and ethical challenges. Journal of Mazandaran University of Medical Sciences, 33(227), 174-186. http://jmums. mazums.ac.ir/article-1-20273-en.html google scholar
13. Eczacılık Eğitimi Programlarını Değerlendirme ve AkreditasYon Derneği [National Accreditation Board of PharmacY Education] (ECZAKDER) (2024). Türkiye Ulusal Eczacılık Lisans Eğitimi Programı Akreditasyon Standartları ve Kılavuzları. [Accreditation Standards and Guidelines for the National Phar-macY Undergraduate Education Programme in TurkeY]. Retrieved from https://www.eczakder.org.tr/turkiYe-ulusal-eczacilik-lisans-egitimi-programi-akreditasYon-standartlari-ve-kilavuzlari-i-640.html google scholar
14. Fox, B. I., Umphress, D. A. & Hollingsworth., J. C. (2017). Development and deliverY of an interdisciplinarY course in mobile health (mHealth). Currents in Pharmacy Teaching and Learning 9(4), 585-594. https://doi.org/10.1016/j.cptl.2017.03.005 google scholar
15. Fung F.M., Blanc E., & Coumoul X. (2024). Digital Futures of Learning Pharmacology and Medicinal and Organic ChemistrY. ACS Pharmacology & Translational Science 7(4), 1191-1194 https://doi.org /10.1021/acsptsci.4c00043. google scholar
16. Hudzik, J. K. (2014). Comprehensive internationalisation: Institutional pathways to success. Routledge. google scholar
17. Karataş, S. (2024, February 29-March 1). Eczacılık eğitimi özelinde Yıkıcı inovasyon olarak Yapay zeka [Artificial intelligence as a disruptive innovation in phar-macy education]. Paper presented at the IV. Ulusal Eczacılık Eğitimi ve Akreditasyon Kongresi [4th National Pharmacy Education and Accreditation Congress], Gazi Üniversitesi Eczacılık Fakültesi Konferans Salonu, Ankara, Turkey. google scholar
18. KilroY, D. A. (2004). Problem based learning. Emergency Medicine Journal, 21, 411-413. https://doi.org/10.1136/emj.2003.012435. google scholar
19. Knight. J. (2017). International University: Models and Muddles in Barnett, R., & M. Peters (eds) The Idea of the University, Volume 2, Contemporary Perspectives. New York: Peter Lang Publishing (pp. 99-119) google scholar
20. Law, E., Scott, M.C., Moon, Y.S.K., Lee, A.J., Bandy, V.T., Haydon, A., Shek, A., and Kang-Birken, S.L. (2021). Adapting pharmacY experiential education during COVID-19: Innovating remote preceptor resources, tools, and patient care deliverY be-Yond virtual meetings. American Journal of Health-System Pharmacy, 78(18), 1732-1738. https://doi.org/10.1093/ajhp/zxab192. google scholar
21. Lee C.Y. & Lee S.W.H. (2021). Impact of educational technology use in undergraduate pharmacy teaching and learning: A systematic review. Pharmacy Education, 21, 159-168. https://doi.org/10.46542/pe.2021.211.159168 google scholar
22. Lewis, E. (2023). Innovative applications of generative AI (GenAI) in health-care [Blog post]. Retrieved from https://www.linkedin.com/pulse/innovative-applications-generative-ai-genai-kunka-lewis-ms-ccrp/ google scholar
23. Mantel-Teeuwisse, A. K., Meilianti, S., Khatri, B., Yi, W., Azzopardi, L. M., Acosta Gömez, J., Gülpınar, G., Bennara, K., & Uzman, N. (2021). Digital health in pharmacyeduca-tion: Preparedness and responsiveness of pharmacY programmes. Education Sciences, 11(6), 296. https://doi.org/10.3390/educsci11060296 google scholar
24. Moreau, P., Al-Taweel, D., Qaddoumi, M., & Alowayesh, M. (2019). Becoming a pharma-cist: Education and training. In Encyclopedia of Pharmacy Practice and Clinical PharmacY; Babar, Z., Ed.; Elsevier: Amsterdam, The Netherlands, 2019; 1-14. google scholar
25. Nakagawa, N., Odanaka, K., Ohara, H., and Kisara, S. (2022). Communication training for pharmacy students with standard patients using artificial intelligence. Currents in Pharmacy Teaching and Learning, 14(7), 854-862. https://doi.org/ 10.1016/j.cptl.2022.06.021 google scholar
26. O’Dowd, R. (2021). Virtual exchange: Moving forward into the next decade. Computer-Assisted Language Learning, 34(3), 209-224. https://doi.org/10.1080/09588221. 2021.1902201 google scholar
27. O'Dowd, R., & Beaven, A. (2019). Examining The impact of Virtual Exchange: An explo-ration of the role of virtual exchange in institutional strategY in EAIE Forum Magazine. google scholar
28. Oestreich, J. H., & GuY, J. W. (2022). Game-based learning in pharmacy education. Pharmacy, 10(1), (pp.11). https://doi.org/10.3390/pharmacy10010011 google scholar
29. Phanudulkitti, C., Puengrung, S., Meepong, R., Vanderboll, K., Farris, K.B., &Vordenberg, S.E. (2023). A sYstematic review on the use of virtual and computer-based sim-ulations for experiential pharmacy education. Exploratory Research in Clinical and Social Pharmacy, 7(11).100316. https://doi.org/10.1016/j.rcsop.2023.100316. google scholar
30. RoutleY, N. (FebruarY 6, 2023.) What is generative AI? An AI explains. World Eco-nomic Forum. Available online: https://www.weforum.org/agenda/2023/02/ generative-ai-explain-algorithms-work Accessed on June 5, 2024. google scholar
31. Sallam, M., Salim, N. A., Barakat, M., & Ala'a, B. (2023). ChatGPT applications in medical, dental, pharmacY, and public health education: A descriptive studY highlighting the advantages and limitations. Narra Journal, 3(1). https://doi. org/10.52225/narra.v3i1.103 google scholar
32. SaverY, J. R., & DuffY, T. M. (1995). Problem-based learning: An instructional model and its constructivist framework. Educational Technology, 35(5), 31-38. google scholar
33. Savin-Baden, M. (2000). Problem-based learning in higher education: Untold stories. McGraw-Hill Education (UK). google scholar
34. Shukla Shubhendu, S., & VijaY, J. (2013). The applicabilitY of artificial intelligence to different fields of life. International Journal of Scientific Engineering and Research, 1(1), 28-35. google scholar
35. Silva, R. D. O. S., de Araüjo, D. C. S. A., dos Santos Menezes, P. W., Neves, E. R. Z., & de Lyra Jr, D. P. (2022). Digital pharmacists: the new wave in pharmacY practice and education. International Journal of Clinical Pharmacy, 44(3), 775-780. https:// doi.org/10.1007/s11096-021-01365-5 google scholar
36. Singh, H., Nim, D. K., Randhawa, A. S., & Ahluwalia, S. (2024). Integrating clinical phar-macology and artificial intelligence: potential benefits, challenges, and roles of clinical pharmacologists. Expert Review of Clinical Pharmacology, (online-first). google scholar
37. Smith, M.A. & Benedict, N., (2015). Effectiveness of educational technologY in improv-ing patient care in pharmacY curricula. American Journal of Pharmaceutical Education, 79(1), 15. https://doi.org/doi: 10.5688/ajpe79115 google scholar
38. Taquini, R., Finardi, K. R., & Amorim, G. B. (2017). English as a medium of instruction at Turkish universities. Education and Linguistics Research, 3(2), 35-53. https:// doi.org/10.5296/elr.v3i2.11438 google scholar
39. UMH, Miguel Hernândez University of Elx (Alicante, Spain). (2024). Teaching Projects for Internationalisation at Home Programme (PRODIC-UMH). (accessed online on 21/07/2024). https://internacional.umh.es/en/prodic-umh-convocatorias-anteriores/ google scholar
40. Weidmann, A. E. (2024). Artificial intelligence in academic writing and clinical phar-macY education: consequences and opportunities. International Journal of Clinical Pharmacy, 46(3), 751-754. https://doi.org/10.1007/s11096-024-01705-1 google scholar
41. Weinstein, C. E., & MaYer, R. E. (1983). The teaching of learning strategies, Innovation Abstracts 5 (32), 32. google scholar
42. World Health Organization. (WHO). (2010). Framework for action on interprofessional education and collaborative practice (No. WHO/HRH/HPN/10.3). World Health Organization. google scholar
43. Zainal, I. N. A., Karim, N. A. A., Soh, Y. C., Suleiman, A. K., Khan, T. M., Hameed, M. A., Ming L. C., & Lean, Q. Y. (2017). KeY elements of pharmacoinformatics for the degrees of bachelor and master of pharmacy. Therapeutic Innovation & Regulatory Science, 51(4), 419-425. https://doi.org/10.1177/2168479017701977 google scholar
44. Zhang, Y., Kim, J., Awad, N.I., & Cocchio, C. (2015). AnalYsis of pharmacy student percep-tions and attitudes towards web 2.0 tools for educational purposes. Journal of Pharmacy Technology, 31(3), 127-134. https://doi.org/10.1177/8755122514565907. google scholar