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Enhancing higher-order thinking in a pharmacy physiology course through game-based, collaborative instructional
1Department of Pharmacological and Pharmaceutical Sciences, College of Pharmacy, University of Houston, USA.
Currents in Pharmacy Teaching & Learning
|August 7, 2026
Summary
A team-based, game-oriented workshop improved higher-order thinking in pharmacy students studying the autonomic nervous system (ANS). This active learning strategy enhanced understanding and collaboration without significantly changing overall exam scores.
Area of Science:
- Physiology education
- Health professions education
- Active learning strategies
Background:
- Traditional health professions education often relies on passive learning methods.
- Improving long-term retention and higher-order thinking is crucial for medical training.
- The autonomic nervous system (ANS) is a foundational topic in physiology courses.
Purpose of the Study:
- To evaluate the impact of a team-based, game-oriented instructional workshop (IW) on student learning in a first-year pharmacy physiology course.
- To compare the effectiveness of the IW intervention against traditional lecture and lab instruction.
- To assess student feedback on the new instructional approach.
Main Methods:
- Replaced a traditional labeling lab with a 2-hour IW session focused on the ANS.
- The IW included pre-class work, readiness assessments (iRAT/tRAT), microlectures, and a collaborative diagram exercise.
- Compared summative assessment scores and student feedback from intervention cohorts (AY 2019-2022) with control cohorts (AY 2015-2018).
Main Results:
- Overall exam scores did not differ significantly between intervention and control groups.
- Intervention cohorts showed significantly better performance on ANS questions requiring higher-order thinking.
- Student evaluations revealed strong support for the team-based format, citing improved understanding, engagement, and collaboration.
Conclusions:
- Integrating game-based, collaborative strategies into foundational science courses is a valuable, low-cost intervention.
- This approach enhances both cognitive and professional competencies in health professions students.
- The instructional workshop model is scalable and replicable for improving active learning in pharmacy and other health fields.
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