Development and evaluation of an elective course on digital health in pharmacy curriculum
- 1Pharmacy Practice Department, School of Pharmacy, Lebanese American University
- 2School of Pharmacy, Lebanese American University, Byblos campus
- 3Pharmaceutical Sciences Department, School of Pharmacy, Lebanese American University, Byblos campus
Abstract
Background The rapid integration of digital health technologies into pharmacy practice necessitates the development of corresponding competencies within pharmacy education. This study describes the development and evaluation of a novel elective course on digital health designed for professional pharmacy students. Methods The 15-hour elective course was offered to second- and third-professional year pharmacy students and emphasized foundational knowledge, clinical application, ethical reasoning, and digital tool proficiency, with learning objectives mapped to the educational outcomes of the Accreditation Council for Pharmacy Education (ACPE) Standards 2025. Course delivery incorporated active learning methods such as hands-on demonstrations, debates, and case-based assignments. Student learning was assessed through exams, assignments, and implementation activities. Anonymous course evaluation and perception survey was administered at the end of semester, and descriptive statistics were used to summarize quantitative outcomes. Results Thirty students enrolled and completed the course. Course evaluation survey responses (97% response rate) indicated high satisfaction with course organization and instructional methods. Perception findings showed strong endorsement of the course’s relevance to modern pharmacy practice and its role in enhancing digital health competencies. Learning objective achievement was assessed by mapping exam questions, assignments, and graded activities to objectives and calculating combined scores. Students with scores > 70% were considered to have met the objective. At least 83% of students met this threshold for all objectives, with 100% achieving it for seven of ten objectives. Conclusion The elective course effectively supported student learning and preparedness in digital health, aligning with ACPE educational standards and addressing emerging practice needs.
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BibTeX
@article{ramia2026development,
title = {{Development and evaluation of an elective course on digital health in pharmacy curriculum}},
author = {Elsy Ramia and Maya Zeineddine and Reine El Khoury and Roy Kanbar},
journal = {BMC Medical Education},
year = {2026},
month = jul,
doi = {10.1186/s12909-026-10008-0},
url = {https://doi.org/10.1186/s12909-026-10008-0},
note = {CC BY},
}
RIS
TY - JOUR
TI - Development and evaluation of an elective course on digital health in pharmacy curriculum
AU - Elsy Ramia
AU - Maya Zeineddine
AU - Reine El Khoury
AU - Roy Kanbar
PY - 2026
DA - 2026/07/01
JO - BMC Medical Education
DO - 10.1186/s12909-026-10008-0
UR - https://doi.org/10.1186/s12909-026-10008-0
AB - Background The rapid integration of digital health technologies into pharmacy practice necessitates the development of corresponding competencies within pharmacy education. This study describes the development and evaluation of a novel elective course on digital health designed for professional pharmacy students. Methods The 15-hour elective course was offered to second- and third-professional year pharmacy students and emphasized foundational knowledge, clinical application, ethical reasoning, and digital tool proficiency, with learning objectives mapped to the educational outcomes of the Accreditation Council for Pharmacy Education (ACPE) Standards 2025. Course delivery incorporated active learning methods such as hands-on demonstrations, debates, and case-based assignments. Student learning was assessed through exams, assignments, and implementation activities. Anonymous course evaluation and perception survey was administered at the end of semester, and descriptive statistics were used to summarize quantitative outcomes. Results Thirty students enrolled and completed the course. Course evaluation survey responses (97% response rate) indicated high satisfaction with course organization and instructional methods. Perception findings showed strong endorsement of the course’s relevance to modern pharmacy practice and its role in enhancing digital health competencies. Learning objective achievement was assessed by mapping exam questions, assignments, and graded activities to objectives and calculating combined scores. Students with scores > 70% were considered to have met the objective. At least 83% of students met this threshold for all objectives, with 100% achieving it for seven of ten objectives. Conclusion The elective course effectively supported student learning and preparedness in digital health, aligning with ACPE educational standards and addressing emerging practice needs.
SN - 1472-6920
ER -