If we recognize a future workforce in which AI use is significant, the sooner students are taught how to navigate it through the lenses of their own judgment and clinical acumen, the better.¹

Integration of artificial intelligence (AI) tools into pharmacy education is becoming increasingly important as the health care landscape rapidly evolves. Student pharmacists must develop proficiency in using AI technologies, and pharmacy school provides an ideal environment to become familiar with these tools for a wide range of academic and study-related tasks.¹ Although some may argue that relying on AI could diminish critical thinking or lead to overdependence, there are many situations in which AI can potentially complement learning and free up cognitive space for complex problems.²

Students using AI will discover that it can quickly analyze, generate, and organize information; streamline workflow; and enhance verbal and written communication skills. In addition, exposure to AI during pharmacy education will highlight its limitations, preparing students to educate patients and health care professionals on the importance of verifying the authenticity and completeness of AI-generated information. When choosing an AI platform, students should consider their individual needs and preferences, especially when deciding between free and paid versions. Although some platforms may offer more advanced features in their paid versions, many provide free options with robust capabilities. Tools such as Google’s Gemini, Chat Generative Pre-Trained Transformer (ChatGPT), Anthropic’s Claude, Microsoft Co-Pilot, Google’s Large Language Model (LLM) Notebook, and AI image generators can provide valuable educational support to students at various stages of their academic journey. The text that follows includes several published tips offering guidance to student pharmacists on how to use AI effectively and responsibly.³

1. Clinical Case Simulations

   As students prepare for objective structured learning or clinical examinations and skills-based courses, AI platforms can help generate a variety of patient case scenarios, giving students an opportunity to practice asking relevant and practical questions in a logical order.

   • Be prompt-specific: When using AI tools for any educational scenario, it is essential to craft specific prompts with clear and detailed instructions for the best results. Artificial intelligence prompts should avoid slang, assume no prior knowledge, and provide relevant details to avoid confusion. As a best practice, AI should be directed to use action verbs like list or explain. In the context of developing practice cases, students should include the pharmacy setting (eg, hospital vs community), medical conditions, and any other relevant patient-specific (eg, medical history, socioeconomic) considerations. In addition, students should be specific by including the purpose of the case: Is it to assist with case-based examination questions, to help generate verbal questions and answers, or to focus on a specific aspect of a case (eg, drug interaction, adverse drug reaction)? For example, “Develop a case scenario to help me prepare for a clinical encounter with a 65-year-old man admitted to the hospital setting for hypertensive urgency. The patient also has comorbid type 2 diabetes and a medical history of a myocardial infarction 3 years ago. What are key pharmacy considerations to prepare for?”
   • Include all pertinent information: As a health care professional, it is crucial to include pertinent information and omit any sensitive issues and personal data from AI tools. When developing cases for simulations, students can request varying cases using unique demographics, laboratory results, and medications. For example, “Create a case for a 45-year-old woman with atrial fibrillation who is currently taking (include medications here) with the following laboratory results (list laboratory results).” This ensures the AI tool provides a more personalized and comprehensive case.
   • Request evolving cases: Ask AI to simulate complex cases in which the patient’s condition progresses over time where alternative or second-line therapies should be considered. An example could be “Create a complex medical case involving a 60-year-old female patient diagnosed with rheumatoid arthritis who initially presented with joint pain and stiffness, managed with first-line therapy. Over time, her symptoms progress despite adherence to the treatment plan.”
     
     
2. Study Guides/Study Reviews

   Some tools provide an option to upload documents, which can allow AI to analyze their content and respond back with more specific answers on the basis of the uploaded content. These platforms can transform students’ lecture notes into study guides, flashcards, or podcasts, making complex concepts easier to understand.

   • Specify the subject and topics: When requesting a study guide, students should clearly outline the subject and specific topics they want covered. For example, a prompt may be, “Create a study guide for pharmacology focusing on the mechanisms of action for antihypertensive medications.”
   • Seek summarization of lengthy materials: Students can ask AI to summarize key points on dense texts or lecture notes from course materials. For instance, “Summarize the main points of Chapter 5 on drug metabolism into a concise study guide.”
   • Request different formats: Students can ask AI to generate study guides in various formats, such as bullet points, tables, or flashcards. In addition, AI can generate practice examination questions ranging in complexity to allow additional practice with the course material. An example could be, “Create 10 challenging multiple-choice questions, each with 4 answer choices, based on the given learning objective and course content.” Another could be, “Provide a flashcard-style study guide for common drug-drug interactions in cardiovascular therapy.”
   • Use Google LLM Notebook “Audio Overview”: Students can upload study materials such as documents, slides, and even full-text articles into Notebook LLM, which creates an audio podcast according to the uploaded content. This AI tool uses 2 distinct voices in a dynamic conversation to summarize key points and highlight connections between topics. The length of the podcast may vary depending on the content uploaded. As a frame of reference, a 10-page document produces about 10 to 15 minutes of audio.
     
     
3. Scheduling and Time Management

   Time management is a common challenge for students navigating pharmacy school. Artificial intelligence can assist with effective scheduling, allowing students to streamline their activities, prioritize tasks, meet deadlines, and dedicate sufficient time to studying, working, and maintaining their well-being.

   • Create a personalized study schedule: Students can ask AI to help develop a study timetable tailored to their course requirements and personal commitments. For example, they can upload an examination schedule and ask, “Create a study schedule for my pharmacology examination over the next 4 weeks, balancing study sessions with my class schedule.”
   • Break down tasks into manageable steps: Students can use AI to break down heavy workload projects into smaller, more manageable tasks. For example, “Outline the steps to complete my research project on pediatric asthma management, including research, drafting, and revision phases over the next 8 weeks.”
     
     
4. Proofreading and Refining

   Writing effectively is a skill that requires attention to detail, and it is sometimes easy to make errors or overlook areas for refinement. Artificial intelligence tools, including specific writing assistants, can help polish writing by offering suggestions for improvements, analyzing text, and assisting with proofreading and formatting.

   • Use grammar and spell check features: Students can use AI tools like Grammarly or built-in spell checkers in word processors to catch basic errors. For example, they can input their text and request, “Proofread this introduction email to my next pharmacy preceptor for grammar and spelling errors, ensuring it maintains a professional tone.”
   • Request feedback on tone and style: Students can use AI to assess the tone and style of their writing, ensuring it aligns with the intended audience. For example, ask, “Is the tone of this email appropriate for a professional audience? Suggest improvements if needed.”
   • Use AI for structure and flow improvements: Students can request feedback on the overall structure and flow of their document. For example, they can ask, “Provide feedback on the organization of this research paper and suggest revisions needed to improve its flow.”
   • Incorporate AI images: AI image generators (eg, Canva, Craiyon) can enhance the visual appeal and design of presentations and newsletters.
     
     
5. Interview Preparation

   Applying for prospective jobs, residencies, or fellowships can be quite stressful for student pharmacists. Artificial intelligence platforms can help students enhance their preparation and build confidence for interviews.

   • Simulate mock interviews: Students can use AI to generate common interview questions for pharmacy positions or residencies by uploading a job description and asking for anticipated questions. For example, “List the most common interview questions for a pharmacy intern role.” This helps students familiarize themselves with potential questions. Students can then engage in role-playing with AI to practice answering both behavioral and situational questions, such as, “Develop a mock interview scenario for an entry-level clinical pharmacy position.”
   • Create a list of questions to ask the interviewer: AI can help create thoughtful questions for student interviews. For instance, “Generate questions I can ask during an interview for an ambulatory care–focused pharmacy residency demonstrating my interest in the program.”
   • Request feedback on responses: For example, “Review my response to the question, ‘What makes you a good fit for this position?’ and suggest enhancements.” This can help identify areas for improvement.
     
     
   • Maintain academic integrity: Students must adhere to their institutional and course guidelines regarding AI use. If these guidelines are not explicit, students should proactively discuss with their course instructor or preceptor to determine if and where AI is appropriate to use. In some cases, it may be required or helpful to add a statement of transparency when an AI tool was used in any portion of the work. An example of a transparency statement might be, “This assignment was completed with assistance of an AI tool to help with generating an outline, drafting, and proofreading. All final content was modified after verification with sources provided in the references list.”
   • Verify information from credible sources: Students should always cross-check AI-generated information with credible, reputable resources and ensure proper citation of their work. Artificial intelligence citation tools are not foolproof and require verification for accuracy and quality. In addition, students should be aware of AI’s inherent biases and limitations, given that it may produce fictional, erroneous, or unsubstantiated information in response to queries, known as artificial hallucination.⁴ Although these responses may appear articulate and accurate, they may lack the depth needed for a thorough understanding of complex concepts. Regular cross-checking with reliable sources is essential to verify accuracy and fill in any gaps where a deeper comprehension is needed.
   • Maintain an authentic voice in AI-assisted writing: It is essential for students to ensure their authentic voices remain true in their writing. To achieve this, students should be sure to personalize content by incorporating authentic experiences, perspectives, or insights. Responses should be carefully reviewed and edited thoroughly to match the student’s voice, tone, and style. When in doubt, the student should ask a peer or mentor to review any work using AI to provide feedback and adjust as needed. Many employers, faculty, and preceptors are aware of students using AI tools, so it is important not to present work that appears inauthentic, plagiarized, or haphazardly written without support of credible references or lacking evidence of the student’s own critical thinking.
   • Use as a supplement rather than a substitute: Although AI can be a helpful tool, students need to ensure it complements their work rather than replaces their original ideas. A good rule of thumb is that AI can serve as a starting point for generating ideas or refining existing content, rather than relying on it as the final product. It is also important to understand that the AI output is only as accurate as the data it is given, meaning the breadth of the content depends heavily on the reliability of the input sources. As another point of emphasis, any information generated by AI should be verified using credible, reputable resources.
   • Using AI Responsibly

     Engaging with AI thoughtfully requires recognizing its potential alongside its limitations. Although AI can assist with generating information, it does not replace human intelligence. Students who use AI responsibly can differentiate their work by incorporating reputable evidence, clinical judgment, critical thinking, and clinical reasoning. This approach shows their ability to move beyond AI-generated content, applying the perspective of a medication specialist to enhance the quality and depth of the work.

Conclusion
As the health care landscape evolves, it is increasingly important for student pharmacists to gain exposure to and familiarity with technologies, particularly AI tools. Several of the strategies presented earlier show how AI tools can be used throughout pharmacy school as study aids or supplemental resources to enhance written work. By using AI responsibly, students should aim to maintain an authentic voice and ensure their work reflects critical thinking and medication expertise.

Authors’ Transparency Statement

This article was completed with the assistance of an AI tool for generating ideas, drafting, and proofreading. All final content was reviewed and modified by all coauthors, incorporating their knowledge and experience, together with the sources listed in the references.

References

1. Cain J, Malcom DR, Aungst TD. The role of artificial intelligence in the future of pharmacy education. Am J Pharm Educ. 2023;87(10):100135. https://doi.org/10.1016/j.ajpe.2023.100135

2. Lucas C. Can artificial intelligence teach students how to critically think? RxPulses. March 7, 2023. Accessed October 11, 2024. https://pulsesrx.com/2023/03/07/can-artificial-intelligence-teachstudents-how-to-critically-think/

3. Batson C, Mara D. The pharmacy students’ guide to artificial intelligence-AI. J Pediatr Pharmacol Ther. 2024;29(1):85-89. https://doi.org/10.5863/1551-6776-29.1.85

4. Kumar M, Mani UA, Tripathi P, Saalim M, Roy S. Artificial hallucinations by Google Bard: think before you leap. Cureus. 2023;15(8):e43313. https://doi.org/10.7759/cureus.43313