Enhancing higher-order thinking in a pharmacy physiology course through game-based, collaborative instructional workshop.

Active learning strategies are increasingly recognized for their role in improving long-term retention and higher-order thinking in health professions education. In this study, we evaluated the impact of replacing a traditional labeling lab with a team-based, game-oriented instructional workshop (IW) session on student learning in a first-year pharmacy physiology course, specifically focused on the autonomic nervous system (ANS). The intervention was grounded in three core physiological concepts: structure-function relationships, cell-cell communication, and interdependence. The 2-h IW session included pre-class assignments, individual and team readiness assessments (iRAT/tRAT), microlectures, a collaborative application exercise using a life-sized ANS diagram, and a debrief with a formative review game. Students worked in teams to match terms and functions to anatomical structures, reinforcing integrative learning. We compared summative assessment results and student feedback from three intervention cohorts (academic year [AY] 2019/20 to 2021/22) to control cohorts (AY 2015/16 to 2017/18) who received only traditional lecture and lab instruction. While overall exam scores were not significantly different, intervention cohorts performed significantly better on ANS-related questions requiring higher-order thinking. Student evaluations indicated strong support for the team-based format, citing improved understanding, engagement, and collaboration. This low-cost, scalable intervention demonstrates the value of integrating game-based, collaborative strategies into foundational science courses. It supports the development of both cognitive and professional competencies, offering a replicable model for enhancing active learning in pharmacy education and other health professions.