Development and Validation of Pharmacology Concept Inventory for Concept‐Based Learning: Leveraging Theory, Expert Insights, and Student Perspectives
Year: 2026
Type: article
Abstract: Misconceptions in pharmacology can undermine learning and compromise both clinical and scientific reasoning, yet few validated tools exist to identify them. Consequently, we developed and validated the Pharmacology Concept Inventory (PCI), which can be used to identify misconceptions, assess learning gains, and evaluate teaching effectiveness. This PCI was designed based on the IUPHAR-Education Section (IUPHAR-Ed) Core Concepts of Pharmacology Project, addressing eight core concepts: drug efficacy, drug-target interaction, steady-state concentration, structure-activity relationship, drug tolerance, drug bioavailability, volume of distribution, and drug clearance. A triangulated design strategy integrated theoretical frameworks, expert review, and student perspectives. Experts examined quality, content validity, and cognitive alignment. The pilot PCI was then administered to a student cohort to evaluate its psychometric properties, providing preliminary evidence for further refinement. Item-level content validity indices ranged from 0.67 to 1.00, with a scale-level average of 0.93. Seventy students completed the pilot survey, leading to the exclusion of items with low discrimination and reliability. Items on drug-target interaction were removed due to consistently poor performance. The final PCI included 26 items covering seven concepts, with strong discrimination indices (0.36-0.75) and difficulty indices (0.26-0.71). Internal consistency was high (Cronbach's alpha = 0.91), and concept-level reliability ranged from 0.64 to 0.85. The PCI provides strong evidence for identifying misconceptions and assessing learning outcomes through a pre-post-test approach. Although the PCI currently addresses only a subset of concepts, continued refinements informed by surveys and interviews will enhance its utility and expand its scope for concept-based learning and curriculum evaluation.
DOI: 10.1002/prp2.70237
Authors: Adeladlew K. Netere, Tony Hughes, Anna‐Marie Babey, Clare Guilding, Carolina Restini, Martin Hawes, John P. Kelly, Elvan Djouma, Jennifer Koenig, Jacqueline E. McLaughlin, Olusola Olafuyi, Lynette B. Fernandes, Janet Mifsud, Graeme J. Sills, Anneke H. van Houwelingen, Steven J. Tucker, Willmann Liang, Patrik Aronsson, Farhan Ahmad Khan, Tina Hinton, Mark Hernandez, Lindsay Cormier, Roisin Kelly‐Laubscher, Fabiana A. Caetano Crowley, Marina Junqueira Santiago, Margaret Cunningham, Jennelle Durnett Richardson, Kelly Karpa, Paul J. White
Institutions: Monash University, University of New England, Newcastle University, Michigan State University, University of Surrey, Ollscoil na Gaillimhe – University of Galway, La Trobe University, University of Nottingham, University of North Carolina at Chapel Hill, The University of Western Australia, University of Malta, University of Glasgow, Utrecht University, University of Aberdeen, University of Hong Kong, University of Gothenburg, Aligarh Muslim University, The University of Sydney, East Tennessee State University, University of Kentucky, University College Cork, Western University, Macquarie University, University of Strathclyde, Indiana University Indianapolis, Indiana University School of Medicine
Language: English
Field: Medicine
Domain: Health Sciences
Open Access status: gold
Estimated APC paid: $4,160
Funder: Monash University
OpenAlex ID: W7140029526