Reflection: Integrating AI into the Pharmacy Curriculum Through Theoretical Lenses

In the first class of Innovative Digital Pedagogies, we explored foundational theories and models that help explain the challenges of adopting digital tools. The theories and models explore the understanding of why resistance to change occurs and how we can plan more effectively for the successful adoption of digital tools. As a university professor, I find these theories relevant when navigating the ever-evolving landscape of pharmacy education, where digital transformation is necessary. 

In my teaching, I have struggled with incorporating artificial intelligence (AI) into my current courses. AI can transform pharmacy education, including personalized learning, clinical simulations, and decision-support tools. However, its adoption is not without barriers. In the first-year Medication Therapy Management laboratory (clinical practice lab), students were introduced to the potential of AI in clinical practice and the academic setting. AI tools were demonstrated to show they can support decision-making, streamline documentation, and personalize learning strategies. Despite this, many students expressed reluctance to engage with AI, with a recurring concern being the perception that using AI equates to academic dishonesty. This highlighted a critical need to clarify ethical boundaries and promote AI literacy, ensuring students understand how to use these tools responsibly and effectively for their academic success and professional development. 

I will apply the three theories/models discussed in class to better understand how the integration of AI into the pharmacy curriculum might be effectively navigated.

Diffusion of Innovation Theory

This theory helps us understand how AI adoption spreads among students, faculty, and across the institution (Kurt, 2023). 

Key Considerations:

  • Relative Advantage: AI can enhance clinical decision-making skills, reduce cognitive load, reduce grading workload, and simulate real-world scenarios.
  • Compatibility: AI tools must align with pharmacy program accreditation standards. While Canadian accreditation standards do not address AI, its inclusion is anticipated to correspond with the current practice landscape.
  • Complexity: The faculty may find AI tools intimidating and may be AI-illiterate.
  • Trialability: Opportunities to pilot AI tools in low-stakes settings (e.g., formative assessments) can reduce resistance.
  • Observability: Demonstrating improved student outcomes or engagement can encourage broader adoption.

Technology Acceptance Model (TAM)

TAM focuses on the individual user’s perception of a technology’s usefulness and ease of use (Burgess & Worthington, 2021). These perceptions are critical in determining whether faculty and students will embrace AI.

Key Considerations:

  • Perceived Usefulness: Do faculty believe AI will improve teaching efficiency? Do students believe AI will enhance their learning? Do students see it as relevant to their future practice?
  • Perceived Ease of Use: Are AI tools intuitive, or do AI tools require extensive training?

Technological Pedagogical Content Knowledge (TPACK)

TPACK emphasizes the need for balanced integration of technology, pedagogy, and content (Kurt, 2018). 

Key Considerations:

  • Technological Knowledge: The faculty must understand how AI works and its limitations.
  • Pedagogical Knowledge: AI should support current teaching strategies (e.g., active learning, adaptive expertise).
  • Content Knowledge: AI tools must be accurate and relevant to pharmacy practice.

Integrating AI into the pharmacy curriculum is not just a technical challenge but also a pedagogical and cultural one. The theories and models discussed in class can provide a roadmap for thoughtful, strategic adoption. As a pharmacy educator, I must consider AI's capabilities, including the faculty and students' perceptions, needs, and readiness. By applying these frameworks, I can move beyond the hype, towards the practical, sustainable incorporation of AI tools into pharmacy education.


Cartoon of a teacher seated at a desk teaching AI in a pharmacy program. Text above reads "Integrating AI Into The Pharmacy Curriculum Through Theoretical Lenses" Text below reads "Diffusion of Innovation Theory, Technology Acceptance Model, Technological Pedagogical Content."

ChatGPT. (2025)


References

Burgess, G., & Worthington, A.K. (2021). Technology Acceptance Model. In A.K. Worthington (Ed.), Persuasion Theory in Action: An Open Educational Resource. Pressbooks. https://ua.pressbooks.pub/persuasiontheoryinaction/chapter/technology-acceptance-model/

Kurt, S. (2018, May 12). TPACK: Technological Pedagogical Content Knowledge Framework. Educational Technology. https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-framework/

Kurt, S. (2023, September 14). Diffusion of Innovations Theory. Educational Technology. https://educationaltechnology.net/diffusion-of-innovations-theory/

ChatGPT. (2025). Integrating AI into the pharmacy curriculum through theoretical lenses [AI-generated image]. ChatGPT/DALL·E. https://chat.openai.com/

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