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Mapping Current Use of Artificial Intelligence in Pharmacology Education via a Scoping Review.

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Τίτλος: Mapping Current Use of Artificial Intelligence in Pharmacology Education via a Scoping Review.
Συγγραφείς: Cordier W; Department of Pharmacology, School of Medicine, Faculty of Health Sciences, University of Pretoria, Pretoria, South Africa.; African Institute for Data Science and Artificial Intelligence (AfriDSAI), University of Pretoria, Pretoria, South Africa., Ijeoma P; Department of Pharmacology, School of Medicine, Faculty of Health Sciences, University of Pretoria, Pretoria, South Africa.
Πηγή: Pharmacology research & perspectives [Pharmacol Res Perspect] 2026 Aug; Vol. 14 (4), pp. e70290.
Τύπος έκδοσης: Journal Article; Scoping Review
Γλώσσα: English
Στοιχεία περιοδικού: Publisher: John Wiley & Sons Ltd, British Pharmacological Society and American Society for Pharmacology and Experimental Therapeutics Country of Publication: United States NLM ID: 101626369 Publication Model: Print Cited Medium: Internet ISSN: 2052-1707 (Electronic) Linking ISSN: 20521707 NLM ISO Abbreviation: Pharmacol Res Perspect Subsets: MEDLINE
Imprint Name(s): Original Publication: [Hoboken, NJ] : John Wiley & Sons Ltd, British Pharmacological Society and American Society for Pharmacology and Experimental Therapeutics, [2013]-
Ιατρικοί όροι (MeSH): Pharmacology*/education , Artificial Intelligence*, Humans ; Curriculum ; Generative Artificial Intelligence ; Educational Measurement
Περίληψη: Pharmacology education, often reputed as complex, overtly didactic and decontextualised, may benefit from artificial intelligence-supported strategies. However, current guidance is fragmented across disciplines and contexts, thus weakening evidence-based curricular implementation. This scoping review mapped existing research to identify applications, strengths, limitations, and areas for future development. A double-blinded screening process facilitated by Covidence yielded 17 eligible studies from four databases. Studies mostly comprised cross-sectional studies from high-income countries in the medical context, with generative artificial intelligence being predominant (ChatGPT-3.5 and ChatGPT-4.0). Research comprised assessment (n = 12), paedagogy (n = 4), curriculum design (n = 1), and programme evaluation (n = 1). Most studies assessed tools' ability to answer examinations, with mixed success depending on the version, question type, and inclusion of context in prompt engineering. Few studies incorporated students, limiting insights into learning impact. Zero-shot prompting was mostly used, limited further by unclear design frameworks, which may bias outcomes considering downstream inefficiencies. Current research prioritises the performance of artificial intelligence, rather than its integration or impact in learning, which reduces its applicability for curriculum design and competency development. Although promising, the impact is limited, requiring clearer instructional design and rationalisation within the education ecosystem. Although there is considerable potential for pharmacology education, research requires greater structure, longitudinal design, and incorporation of students to inform clear impact. Purposeful, context-aligned implementation and continuous evaluation are needed to ensure ethical, valid, and meaningful use in pharmacology education. To support future research, recommendations are provided for practical reporting, scientific design, and impact measurement.
(© 2026 The Author(s). Pharmacology Research & Perspectives published by British Pharmacological Society and American Society for Pharmacology and Experimental Therapeutics and John Wiley & Sons Ltd.)
References: JMIR Med Educ. 2024 Jul 23;10:e52818. (PMID: 39042876)
Digit Health. 2024 Feb 16;10:20552076241233144. (PMID: 38371244)
Med Teach. 2025 May;47(5):788-790. (PMID: 39460933)
Am J Pharm Educ. 2024 Dec;88(12):101309. (PMID: 39424198)
BMC Med Educ. 2023 Nov 13;23(1):864. (PMID: 37957666)
Clin Pract. 2023 Nov 20;13(6):1460-1487. (PMID: 37987431)
BMC Med Educ. 2010 Oct 27;10:73. (PMID: 20979620)
Am J Gastroenterol. 2023 Dec 1;118(12):2280-2282. (PMID: 37212584)
Int Dent J. 2024 Dec;74(6):1456-1462. (PMID: 38677973)
Explor Res Clin Soc Pharm. 2024 Jul 23;15:100478. (PMID: 39139501)
J Nurs Educ. 2021 Sep;60(9):529-533. (PMID: 34467815)
Med Teach. 2024 Aug;46(8):1021-1026. (PMID: 38146711)
Educ Inf Technol (Dordr). 2023;28(4):4221-4241. (PMID: 36254344)
Med Teach. 2023 Jun;45(6):574-584. (PMID: 36912253)
JBI Evid Synth. 2022 Apr 01;20(4):953-968. (PMID: 35102103)
J Chin Med Assoc. 2023 Jul 1;86(7):653-658. (PMID: 37227901)
JMIR Med Educ. 2025 Jan 6;11:e63865. (PMID: 39791333)
BMC Med Educ. 2025 Jan 27;25(1):129. (PMID: 39871336)
Med Sci Educ. 2024 Aug 17;34(6):1571-1576. (PMID: 39758489)
Healthcare (Basel). 2024 Feb 27;12(5):. (PMID: 38470660)
Med Teach. 2023 Jun;45(6):565-573. (PMID: 36862064)
JAC Antimicrob Resist. 2024 Jul 06;6(4):dlae099. (PMID: 38974943)
J Chin Med Assoc. 2024 Jun 1;87(6):609-614. (PMID: 38648194)
Acad Med. 2013 Feb;88(2):198-205. (PMID: 23269297)
Pharmacol Res Perspect. 2021 Dec;9(6):e00894. (PMID: 34817122)
BMC Med Educ. 2024 Apr 22;24(1):431. (PMID: 38649959)
Am J Pharm Educ. 2024 May;88(5):100696. (PMID: 38574998)
Clin Pharmacol Ther. 2018 Aug;104(2):317-325. (PMID: 29205299)
Int J Oral Maxillofac Surg. 2024 Oct;53(10):881-886. (PMID: 38926015)
Br J Pharmacol. 2023 May;180(9):1197-1209. (PMID: 36470846)
JMIR Med Educ. 2024 Nov 6;10:e63430. (PMID: 39504445)
J Periodontol. 2024 Jul;95(7):682-687. (PMID: 38197146)
Anaesth Intensive Care. 2025 Jan;53(1):70-74. (PMID: 39308227)
Med Teach. 2024 Sep;46(9):1175-1179. (PMID: 38227374)
Med Teach. 2025 Sep;47(9):1410-1424. (PMID: 39787028)
Contributed Indexing: Keywords: artificial intelligence; assessment; curriculum design; generative artificial intelligence; instructional design; paedagogy; pharmacology education
Entry Date(s): Date Created: 20260701 Date Completed: 20260701 Latest Revision: 20260813
Update Code: 20260814
PubMed Central ID: PMC13322406
DOI: 10.1002/prp2.70290
PMID: 42384579
Βάση Δεδομένων: MEDLINE
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  Data: Pharmacology education, often reputed as complex, overtly didactic and decontextualised, may benefit from artificial intelligence-supported strategies. However, current guidance is fragmented across disciplines and contexts, thus weakening evidence-based curricular implementation. This scoping review mapped existing research to identify applications, strengths, limitations, and areas for future development. A double-blinded screening process facilitated by Covidence yielded 17 eligible studies from four databases. Studies mostly comprised cross-sectional studies from high-income countries in the medical context, with generative artificial intelligence being predominant (ChatGPT-3.5 and ChatGPT-4.0). Research comprised assessment (n = 12), paedagogy (n = 4), curriculum design (n = 1), and programme evaluation (n = 1). Most studies assessed tools' ability to answer examinations, with mixed success depending on the version, question type, and inclusion of context in prompt engineering. Few studies incorporated students, limiting insights into learning impact. Zero-shot prompting was mostly used, limited further by unclear design frameworks, which may bias outcomes considering downstream inefficiencies. Current research prioritises the performance of artificial intelligence, rather than its integration or impact in learning, which reduces its applicability for curriculum design and competency development. Although promising, the impact is limited, requiring clearer instructional design and rationalisation within the education ecosystem. Although there is considerable potential for pharmacology education, research requires greater structure, longitudinal design, and incorporation of students to inform clear impact. Purposeful, context-aligned implementation and continuous evaluation are needed to ensure ethical, valid, and meaningful use in pharmacology education. To support future research, recommendations are provided for practical reporting, scientific design, and impact measurement.<br /> (© 2026 The Author(s). Pharmacology Research & Perspectives published by British Pharmacological Society and American Society for Pharmacology and Experimental Therapeutics and John Wiley & Sons Ltd.)
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  Data: JMIR Med Educ. 2024 Jul 23;10:e52818. (PMID: <searchLink fieldCode="PM" term="%2239042876%22">39042876)</searchLink><br />Digit Health. 2024 Feb 16;10:20552076241233144. (PMID: <searchLink fieldCode="PM" term="%2238371244%22">38371244)</searchLink><br />Med Teach. 2025 May;47(5):788-790. (PMID: <searchLink fieldCode="PM" term="%2239460933%22">39460933)</searchLink><br />Am J Pharm Educ. 2024 Dec;88(12):101309. (PMID: <searchLink fieldCode="PM" term="%2239424198%22">39424198)</searchLink><br />BMC Med Educ. 2023 Nov 13;23(1):864. (PMID: <searchLink fieldCode="PM" term="%2237957666%22">37957666)</searchLink><br />Clin Pract. 2023 Nov 20;13(6):1460-1487. (PMID: <searchLink fieldCode="PM" term="%2237987431%22">37987431)</searchLink><br />BMC Med Educ. 2010 Oct 27;10:73. (PMID: <searchLink fieldCode="PM" term="%2220979620%22">20979620)</searchLink><br />Am J Gastroenterol. 2023 Dec 1;118(12):2280-2282. (PMID: <searchLink fieldCode="PM" term="%2237212584%22">37212584)</searchLink><br />Int Dent J. 2024 Dec;74(6):1456-1462. (PMID: <searchLink fieldCode="PM" term="%2238677973%22">38677973)</searchLink><br />Explor Res Clin Soc Pharm. 2024 Jul 23;15:100478. (PMID: <searchLink fieldCode="PM" term="%2239139501%22">39139501)</searchLink><br />J Nurs Educ. 2021 Sep;60(9):529-533. (PMID: <searchLink fieldCode="PM" term="%2234467815%22">34467815)</searchLink><br />Med Teach. 2024 Aug;46(8):1021-1026. (PMID: <searchLink fieldCode="PM" term="%2238146711%22">38146711)</searchLink><br />Educ Inf Technol (Dordr). 2023;28(4):4221-4241. (PMID: <searchLink fieldCode="PM" term="%2236254344%22">36254344)</searchLink><br />Med Teach. 2023 Jun;45(6):574-584. (PMID: <searchLink fieldCode="PM" term="%2236912253%22">36912253)</searchLink><br />JBI Evid Synth. 2022 Apr 01;20(4):953-968. (PMID: <searchLink fieldCode="PM" term="%2235102103%22">35102103)</searchLink><br />J Chin Med Assoc. 2023 Jul 1;86(7):653-658. (PMID: <searchLink fieldCode="PM" term="%2237227901%22">37227901)</searchLink><br />JMIR Med Educ. 2025 Jan 6;11:e63865. (PMID: <searchLink fieldCode="PM" term="%2239791333%22">39791333)</searchLink><br />BMC Med Educ. 2025 Jan 27;25(1):129. (PMID: <searchLink fieldCode="PM" term="%2239871336%22">39871336)</searchLink><br />Med Sci Educ. 2024 Aug 17;34(6):1571-1576. (PMID: <searchLink fieldCode="PM" term="%2239758489%22">39758489)</searchLink><br />Healthcare (Basel). 2024 Feb 27;12(5):. (PMID: <searchLink fieldCode="PM" term="%2238470660%22">38470660)</searchLink><br />Med Teach. 2023 Jun;45(6):565-573. (PMID: <searchLink fieldCode="PM" term="%2236862064%22">36862064)</searchLink><br />JAC Antimicrob Resist. 2024 Jul 06;6(4):dlae099. (PMID: <searchLink fieldCode="PM" term="%2238974943%22">38974943)</searchLink><br />J Chin Med Assoc. 2024 Jun 1;87(6):609-614. (PMID: <searchLink fieldCode="PM" term="%2238648194%22">38648194)</searchLink><br />Acad Med. 2013 Feb;88(2):198-205. (PMID: <searchLink fieldCode="PM" term="%2223269297%22">23269297)</searchLink><br />Pharmacol Res Perspect. 2021 Dec;9(6):e00894. (PMID: <searchLink fieldCode="PM" term="%2234817122%22">34817122)</searchLink><br />BMC Med Educ. 2024 Apr 22;24(1):431. (PMID: <searchLink fieldCode="PM" term="%2238649959%22">38649959)</searchLink><br />Am J Pharm Educ. 2024 May;88(5):100696. (PMID: <searchLink fieldCode="PM" term="%2238574998%22">38574998)</searchLink><br />Clin Pharmacol Ther. 2018 Aug;104(2):317-325. (PMID: <searchLink fieldCode="PM" term="%2229205299%22">29205299)</searchLink><br />Int J Oral Maxillofac Surg. 2024 Oct;53(10):881-886. (PMID: <searchLink fieldCode="PM" term="%2238926015%22">38926015)</searchLink><br />Br J Pharmacol. 2023 May;180(9):1197-1209. (PMID: <searchLink fieldCode="PM" term="%2236470846%22">36470846)</searchLink><br />JMIR Med Educ. 2024 Nov 6;10:e63430. (PMID: <searchLink fieldCode="PM" term="%2239504445%22">39504445)</searchLink><br />J Periodontol. 2024 Jul;95(7):682-687. (PMID: <searchLink fieldCode="PM" term="%2238197146%22">38197146)</searchLink><br />Anaesth Intensive Care. 2025 Jan;53(1):70-74. (PMID: <searchLink fieldCode="PM" term="%2239308227%22">39308227)</searchLink><br />Med Teach. 2024 Sep;46(9):1175-1179. (PMID: <searchLink fieldCode="PM" term="%2238227374%22">38227374)</searchLink><br />Med Teach. 2025 Sep;47(9):1410-1424. (PMID: <searchLink fieldCode="PM" term="%2239787028%22">39787028)</searchLink>
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