OBJECTIVE As generative AI use becomes widespread in pharmacology education, AI virtual tutors (AI-VTs) have the potential to offer personalized learning experiences. A course content-trained AI-VT was integrated into a large second-year undergraduate pharmacology course. The objectives of this work were to examine students' perceptions towards and student interactions with the AI-VT. METHODS Data were collected through a mixed-methods survey comprising Likert-type and open-ended questions, with responses stratified by students' self-reported use of the AI-VT (n=202). Open-ended responses were coded by multiple researchers and analyzed for recurring themes. Student conversations with the AI-VT were also analyzed to characterize usage patterns. RESULTS Student conversation data from AI-VT interactions showed evidence of iterative engagement and helped identify pharmacological concepts students found challenging. Students who used AI tools often prior to the course were more likely to engage with the AI-VT more regularly. Student perceptions of the AI-VT were generally positive with notable differences between user groups. Students who used the AI-VT frequently perceived a positive impact on their resilience, emotional support and academic performance. Student conversation data showed an increase in engagement with the AI-VT leading up to course exams. Students used the AI-VT for clarification on foundational concepts and as a tool to monitor their learning. CONCLUSION Integration of the course-trained AI-VT made for a positive student learning experience and provided insights into student usage patterns that can further inform AI-literacy initiatives. This work demonstrates a promising model for institutional integration of pedagogically-sound AI tools in pharmacology education and beyond.
This commentary discusses the importance of embracing neurodivergent (ND) learners in pharmacy education, identifies barriers and gaps within current educational systems, and offers practical strategies to foster all-embracing and fair learning environments across didactic and experiential settings. Literature about ND learners in pharmacy education is limited. Despite legal requirements under the Americans with Disabilities Act and related legislation, institutions remain unprepared to support ND learners, with persistent gaps between policy and practice. Common reported barriers include deficit-based perspectives and misperceptions of neurodivergence, stigma surrounding disclosure, limited faculty and preceptor preparation, and insufficient or inconsistent accommodations. Inclusive frameworks such as Universal Design for Learning and strengths-based approaches offer opportunities to facilitate inclusive learning environments. Experiential settings pose additional challenges due to fast-paced workflows, sensory demands, high expectations for multitasking and communication, and the absence of standardized processes for accommodation. There may be gaps in guidance and professional development for experiential preceptors, many of whom lack clarity regarding legal responsibilities and practical strategies to support ND learners. Pharmacy education can benefit from the unique perspectives, strengths, and problem-solving approaches of ND learners. However, systemic and cultural barriers continue to limit equitable inclusion. Intentional adoption of strengths-based perspectives, inclusive teaching strategies, and enhanced faculty and preceptor preparation are essential to creating welcoming learning environments and supporting a pharmacy workforce enriched by neurocognitive diversity.
