Welcome to the Current Issues page of the International Journal of Innovation in Pharmacy Education (IJIPE). Here, you will find the latest research articles, reviews, and case studies that reflect the ongoing advancements and innovations in the field of pharmacy education. Each issue is carefully curated to provide readers with cutting-edge knowledge and insights that can contribute to both academic and practical advancements in the discipline.
Featured Articles in the Latest Issue
- Volume 2(Issue 2) JULY – DECEMBER 2025
Research Articles
Pharmacy Education: A Gamification Matter: Effects on Retention and Interest in Pharmacy Clinical Therapeutics
Vol.2(2); Pages:1-9. Published on September 2025
Abstract
Inclusion of new methods of teaching and learning is crucial to enhancing knowledge retention and interaction of students in pharmacy learning. This paper has presented the assessment of how gamification works in a clinical therapeutics course in the third-year that involved 120 randomized students in gamified and traditional lecture groups. The intervention consisted of interactive game-based modules administered on a weekly basis (6 weeks) with elements of quizzes, point system and leaderboard to encourage the latter. Findings showed that the final assessment scores increased by 24% in the gamified study group (p < 0.001), which indicated a very positive effect of this method on the preservation of knowledge. Besides, the survey responses showed increased motivation in students and satisfaction with the course in the gamified group. These results imply that gamification may serve as a promising pedagogical element of improvement of engagement levels and learning outcomes in pharmacy education, which provides significant assistance in developing curricula in health science.
View Full PDF
Please LOGIN to View Full PDF or Read more.
Testing of Skill Development through Virtual Patient simulations in PharmD Clinicism Rotation: Multicentered Study
Vol.2(2); Pages:10-20. Published on September 2025
Abstract
Virtual simulations have been accepted in health education but they have not been applied well in clinical pharmaceutical training. It was a multicenter assessment of how introducing virtual patient simulation (VPS) into advanced clinical rotations in three pharmacy schools affected the study. The students (96) of PharmD degree completed virtual cases in infectious diseases and internal medicine, in addition to traditional activities with preceptors. In order to determine the success of VPS, the following metrics of evaluation were applied: pre/post self-efficacy scores, performance on Objective Structured Clinical Examination (OSCE), and qualitative reflections. The outcomes indicated that students who utilized VPS had a dramatically cemented rating of clinical reasoning and certainty (p < 0.01). Preceptors affirmed better state preparedness of students in clinical. These results indicate that virtual patient simulations can be an effective tool to improve clinical training and are promising enough to enable scaling the methods as a quality addition to the conventional type of experiential learning. Introduction of VPS in PharmD programs would have the potential to bolster clinical skills and decision-making process in the students purporting a worthy alternative to traditional teaching methods.
View Full PDF
Please LOGIN to View Full PDF or Read more.
The Assessment of the Quality of Peer-Taught Model in Pharmacy Students Development of Communication Skills
Vol.2(2); Pages:21-30. Published on October 2025
Abstract
Pharmacists need effective communication skills when providing care to patients, although responses to communication realities may not be addressed with traditional teaching methods used in the training of students. This upcoming comparative study was aimed at determining the efficacy of seconds-year pharmacy students in their communication-competency skills as led by their peers. At random, students were distributed into two groups; a peer-led simulation workshops and faculty-led tutorials. The level of communication competency was evaluated in terms of Objective Structured Clinical Examinations (OSCEs) and guidance surveys. The findings indicated that the peer-led group presented much greater improvements in confidence and clearness of communication (p < 0.01) as compared to the faculty-led group. Also, in qualitative analysis, the students indicated that the peer-led workshop lowered their anxiety levels and increased their susceptibility to feedback, implying that peer-led learning management would help create a more collegiate, comfortable, and wonderful environment to undertake these fundamental skills. These results emphasize that peer-led education is a worthy supplement to faculty-led teaching and offering a student-centered learning philosophy may help better prepare students who graduate and enter the real world of pharmacy practice.
View Full PDF
Please LOGIN to View Full PDF or Read more.
Flipped Classroom Method of Teaching about Pharmacokinetics: On Learning, Performance, and Student Satisfaction
Vol.2(2); Pages:31-41. Published on October 2025
Abstract
Flipped classroom became more and more widely used teaching strategy in countries all over the world, and pharmacy is not an exception. But it is rather debatable in regard to content-intensive courses like pharmacokinetics. This was a research study investigating the effect of the concept of flipped classroom to the academic results and satisfaction of Brazilian and German students who completed the third year of pharmacy school. Recorded lectures were supplied to the participants, and they were also involved into the in-class problem solving activities, which enabled active learning and practice of the pharmacokinetic concepts. The average scores proving an increase of 18.6 percent after exams of the intervention group compared to the previous year cohort who attended the traditional lectures (p < 0.01) were demonstrated. Moreover, an 84 percent of students indicated greater engagement and comprehending of materials. Findings have indicated that the flipped model has a substantial beneficial impact on the learning outcome of studying pharmacokinetics and leads to an in-depth understanding of hard quantitative information. The results contribute to accepting the flipped classroom method as an effective teaching method in pharmacy curricula, especially in difficult topics.
View Full PDF
Please LOGIN to View Full PDF or Read more.
Perceptions, Preparedness and Pedagogical challenges in Incorporation of Artificial Intelligence in Pharmacy Curriculum
Vol.2(2); Pages:42-50. Published on November 2025
Abstract
The advent of artificial intelligence (AI) in medical practice is changing how pharmacists provide care to patients and this necessitates changes that pharmacy education should make. This paper set out to determine perceptions, preparedness, and pedagogical issues of integrating AI into pharmacy curricula. One crosssectional survey was carried out in six pharmacy schools with a total of 278 students and 54 faculty members taking part in the research. The poll showed that out of the 82 percent of the students who felt that knowledge on AI is critical to their prospective careers only 19 percent felt they were well equipped to implement the concepts on AI. Among the potential obstacles to the integration of AI curriculum, less than half of the faculty, namely 63 percent, cited a completeness of training and 47 percent stated curricular overloading. The results indicate a preparedness deficiency in students as well as faculty preparedness to deliver AI concepts. To tackle such issues, the research featured the necessity of structured digital health units, faculty development initiatives, and more significant interdisciplinary cooperation to be able to integrate AI competencies into the pharmacy curriculum effectively.
View Full PDF
Please LOGIN to View Full PDF or Read more.
How to Access
- All articles in this issue are available above. Simply click on the links provided to access the full text in PDF format. If you encounter any issues accessing the articles, please contact the editorial office at editorinchiefijipe@jagunifiedinternational.in.
Stay informed with the latest research and developments by subscribing to our journal and following us on social media for regular updates on new issues and articles.
