Innovating informatics education: A TikTok-integrated learning activity for pharmacy students

This study evaluated the implementation of a social media-integrated learning activity by examining student perceptions, engagement, and EO-aligned performance to determine whether this approach is a feasible, enjoyable, and effective strategy for supporting informatics skill development in pharmacy students.

This descriptive observational study assessed a TikTok® informatics activity implemented in an integrated laboratory skills course for 55 third-year student pharmacists in Spring 2025. Students worked in 14 small groups to create informatics-themed TikTok® commercials. After the activity, students completed a brief demographic and perceptions survey. Faculty evaluated videos using a 36-point analytic rubric aligned with AACP educational outcomes: Scientific Thinking (EO 1.1), Problem-solving (EO 2.1), Communication (EO 2.2), and Population Health Impact (EO 2.8). Descriptive statistics summarized performance, and Kruskal-Wallis H and chi-square tests examined grade differences.

All students participated in and completed the survey. The cohort was 73% female (n = 40) and 27% male (n = 15), with most identifying as white (84%) or Black (11%). Students reported the activity encouraged an innovative mindset (76%), and 96% enjoyed watching their peers' commercials. Student performance was strong at 32.1/36 (89%), with scores ranging from 26 to 35. Compared to Communication and Population Health domains, Problem Solving (EO 2.1) and Scientific Thinking (EO 1.1) demonstrated significantly lower performance, indicating opportunities for instructional refinement.

This pilot study demonstrates that an activity using TikTok® can successfully support key competencies in informatics and medication safety while fostering creativity and student engagement.