Using CoI to Address Emerging Problems in Academic Pharmacy

Pharmacy education is currently facing numerous challenges, such as concerning first-time pass rates on licensure examinations, decreasing applicant pools, new accreditation standards, progression concerns, and changing financial and regulatory landscapes. These complex and shared issues require collaborative and innovative approaches across the Academy. One potential strategy is the development of Communities of Inquiry (CoI), a collaborative model grounded in Garrison and colleagues' theoretical framework of social, cognitive, and teaching presence. CoI emphasize active engagement, shared problem-solving, reflective discourse, and collective responsibility for learning and innovation. This manuscript describes the theoretical foundation of the CoI model and its application within pharmacy academia. Existing applications of CoI principles in the pharmacy education literature, including faculty development initiatives and webinar-based learning experiences, are also reviewed. Additionally, a real-world example of a successful CoI is presented through the development of a North American Pharmacist Licensure Examination (NAPLEX) Preparation CoI. CoI represent an effective framework for addressing new challenges in pharmacy education. Faculty, administrators, and professional organizations are encouraged to establish and participate in CoIs. As pharmacy education continues to evolve, the CoI approach presents a promising strategy for fostering innovation, meeting accreditation standards, and enhancing student outcomes through community-driven solutions.