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Pharmacy Practice

(41) Digital Health Tools (DHT) and Artificial Intelligence (AI) Integration in Pharmacy Curriculum and Faculty Responsibilities

    Primary Author(s)

  • Samar Nicolas, Pharm.D.

    Assistant Professor of Pharmacy Practice
    MCPHS University Worcester/Manchester
    Worcester, Massachusetts, United States

    • Co-Author(s)

  • Timothy Aungst, Pharm.D.

    Associate Professor of Pharmacy Practice
    MCPHS University Worcester/Manchester
    Worcester, United States

  • LD

    Lana Dvorkin Camiel, PharmD

    Professor of Pharmacy Practice
    Massachusetts College of Pharmacy and Health Sciences, Boston campus, United States

  • Abir O. Kanaan, PharmD

    Associate Dean for Professional Education & Professor of Pharmacy Practice
    MCPHS University Worcester/Manchester
    Worcester, Massachusetts, United States

  • Maria D. Kostka-Rokosz, PharmD (she/her/hers)

    Asst. Dean of Academic Affairs and Student Academic Support/Professor of Pharmacy Practice
    MCPHS University - Boston
    Boston, Massachusetts, United States

  • MM

    Matthew Machado, PharmD

    Professor of Pharmacy Practice
    MCPHS University Boston
    Boston, United States

  • JC

    Judy Cheng, PharmD

    Professor and Chair, Department of Pharmacy Practice
    MCPHS University Boston, United States

Objective : To evaluate DHT and AI curricular integration and faculty use of AI

Methods: To assess compliance with 2025 ACPE Standards and COEPA, the DHT/AI Integration Team at MCPHS University created a survey. The goal was to gather data about teaching/applying DHT and AI in the didactic/experiential curricula and faculty use of AI for various tasks. Within the University, faculty from two pharmacy programs attended an orientation to discuss definitions of DHT and AI and survey purpose.

Results: The survey was emailed to 149 members representing Pharmacy Practice, Pharmaceutical Sciences, Pharmaceutical Business and Administrative Sciences, and Experiential Education. Forty-nine (32.9%) completed the survey, of whom, 42 consented to research participation. Faculty reported integrating content in didactic/experiential settings as follows: Electronic Health Records (18%/43%), Telemedicine (12%/26%), Mobile Health apps (14%/16%), Wear-able Devices (12%/14%), Remote Patient Monitoring (5%/19%), Medication Adherence Tools (10%/17%), Digital Therapeutics (10%/5%), Artificial Intelligence (9%/5%), Health Chatbots (2%/2%). Five faculty reported teaching DHT/AI in multiple courses. Faculty used AI to create assessments (29%), for service/research (26%), creating teaching materials (19%), and in student projects (10%). Most common sources of DHT and AI training were University-led offerings (14% and 26%, respectively), webinars (24% and 27% respectively), and research articles (8%). Faculty reported interest in additional internal offerings (20%), clear school procedures on AI (16%), and paid subscriptions for services like ChatGPT (17%).

Conclusions: Faculty from both schools teach/apply DHT and AI content in didactic and experiential offerings. Mapping these activities to accreditation standards will identify areas of improvements and highlight faculty development areas that require further support.