Piloting generative AI in pharmacy education: Student experiences, resistance, and redesign.

Background

Generative artificial intelligence (AI) is increasingly integrated into pharmacy education, with calls for intentional, ethical instruction to support AI literacy and professional competencies. EDUCATIONAL ACTIVITY We piloted a semester-long sequence of seven scaffolded assignments supporting an argumentative synthesis paper in a required first-semester PharmD course, permitting allowed and disclosed AI use across multiple stages of the research and writing process. EVALUATION

Findings

Quantitative data demonstrated consistently high student performance across assignments, with average scores near maximum values, and widespread but variable AI use across tasks. Course evaluations indicated favorable overall perceptions (n = 112/120; 93.3% response rate; 4.04/5). Among the limited comments that referenced AI, students described both perceived benefits and concerns. These comments, together with Collaborative Learning Community (CLC) insights, suggested that AI-supported activities were better received when optional, purposefully integrated, and aligned with learning outcomes. ANALYSIS OF EDUCATIONAL ACTIVITY Findings suggest that student responses to AI integration are driven primarily by instructional design rather than the technology itself. Transparent purpose, intentional sequencing of AI use, and preservation of student autonomy may enhance engagement and perceived learning value.

Conclusion

A TILT-informed, student-partnered approach offers a practical framework for integrating AI into pharmacy education while supporting meaningful learning and AI literacy development. Future evaluation will examine student experiences via focus groups and interviews and survey data will examine changes in AI literacy.