Journal article
Cross-disciplinary design of e-learning modules for pharmacology education
Health Education in Practice, Vol.9(1), pp.1-18
24/07/2026
Appears in Recent Faculty of Health Publications
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Abstract
Purpose: Pharmacology comprises a large and conceptually dense body of knowledge, posing persistent challenges for teaching and learning in undergraduate medical education. This paper describes the development of e-learning modules designed to support self-directed learning and comprehensive coverage of core pharmacology content across the clinical years of a medical program.
Methodology: Fifteen case-based e-learning modules were developed for use across the three clinical years of the Doctor of Medicine curriculum at the University of Melbourne. Module development was guided by four key components: content development, learning design, curriculum mapping and the articulation of an evaluation strategy. Cross-disciplinary collaboration informed pedagogical and clinical relevance.
Findings: E-learning can provide an accessible and cost-effective approach to delivering pharmacology education. Intentional learning design and alignment with curriculum outcomes were critical in supporting coherence across modules.
Research implications: This work outlines a structured, reproducible approach to developing case-based pharmacology e-learning resources. Future research should examine learner engagement, knowledge acquisition and transfer to clinical practice.
Practical implications: Educators designing pharmacology curricula may benefit from integrating e-learning modules that are case-based, curriculum-mapped and explicitly designed to support self-directed learning. Early collaboration betweencontent experts, educational designers and curriculum stakeholders is essential. Originality/value: This paper provides a practical account of the systematic development of pharmacology e-learning modules, highlighting design considerations that extend beyond content delivery alone.
Limitations: This report focuses on the development process and initial implementation of the modules; evaluation outcomes related to learner performance and long-term educational impact are beyond the scope of this paper. Keywords: computer-assisted instruction, cost-benefit analysis, medical schools, students, medical curriculum
Details
- Title
- Cross-disciplinary design of e-learning modules for pharmacology education
- Creators
- Louisa Ng - The University of MelbourneViki Lui - The University of MelbourneAmber Shearer - The University of MelbourneBrett Vaughan - The University of MelbourneRebecca Starkie - The University of MelbourneMorgan Rayner - The University of MelbournePeter Moore - The University of MelbourneLisa Cheshire - The University of Melbourne
- Publication Details
- Health Education in Practice, Vol.9(1), pp.1-18
- Publisher
- Health Education & Training Institute
- Identifiers
- 991013393951602368
- Copyright
- © The Authors, with the first publication rights granted to the journal.
- Academic Unit
- Allied Health and Midwifery; Faculty of Health
- Language
- English
- Resource Type
- Journal article