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2025-04-14
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Copyright (c) 2025 Reza Karimi, Huy Hoang, Fawzy Elbarbry, Anita Cleven
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright of content published in INNOVATIONS in pharmacy belongs to the author(s).
Using Forensic Cases to Introduce First Year Pharmacy Students to Forensic Pharmacy and Strengthen Student Learning in Basic Sciences
Reza Karimi
Pacific University
https://orcid.org/0000-0003-3018-8326
Huy Hoang
Pacific University Oregon School of Pharmacy
https://orcid.org/0000-0002-0448-1134
Fawzy Elbarbry
Pacific University Oregon School of Pharmacy
https://orcid.org/0000-0002-5238-2712
Anita Cleven
Pacific University Oregon School of Pharmacy
DOI: https://doi.org/10.24926/iip.v16i1.6312
Keywords: Forensic pharmacy, Student learning, Basic sciences
Abstract
Description of the problem: Forensic pharmacy is a scientific field in which trained forensic pharmacists apply their knowledge to assist law enforcement agencies in solving criminal cases. The role of forensic pharmacists is not emphasized in the pharmacy curriculum, and there is limited information about how faculty can introduce pharmacy students to this field.
The innovation: A unique curricular activity was created to introduce first-year pharmacy students to the craft of forensic pharmacy and promote student learning of basic sciences. Thirteen teams (68 students total) participated in this activity. Each team watched an episode of a TV show, Forensic Files; prepared a report; and presented data covering factors contributing to the incident, safety measures, the roles a forensic pharmacist plays in various criminal cases, mechanisms of action, major toxicities, and indications for the drug or compound that contributed to the harm.
Critical analysis: An anonymous survey tool was administered, with a 57% respondent rate, to assess the effectiveness of the activity. Approximately 70% of students agreed that the activity strengthened their knowledge in basic sciences, 75% agreed it promoted presentation and critical-thinking skills, and 80% agreed that the activity encouraged teamwork and self-directed learning. In addition, the activity promoted the six levels of Bloom’s taxonomy to support student learning.
Next steps: Faculty can generate elective courses to introduce pharmacy students to forensic pharmacy and use real-life forensic cases to strengthen student learning.
