Active Methodologies in Pharmaceutical Education
development of gourmet nutraceuticals as a project-based learning strategy
DOI:
https://doi.org/10.5281/zenodo.20972112Keywords:
Active Learning, Health Education, Project-Based Learning, Pharmaceutical Technology, NutraceuticalsAbstract
Introduction: Health education has increasingly incorporated active learning methodologies as a strategy to promote meaningful learning and critical professional training. Objective: To report a pedagogical experience based on the development of gourmet nutraceuticals as an active learning strategy in pharmaceutical education. Experience Report: This is a descriptive study with a qualitative approach, conducted with Pharmacy students from a university in southern Brazil, within the Pharmaceutical Development course. The activity was structured into three stages: theoretical contextualization, laboratory execution, and evaluation of results, based on project-based learning. Students developed different formulations containing bioactive compounds and performed quality control tests, including average weight, organoleptic characteristics, uniformity, and sensory analysis. High student engagement, strengthened protagonism, and improved understanding of concepts such as bioavailability, stability, and Good Manufacturing Practices were observed. Content analysis revealed three main emerging categories: "theory-practice integration", "autonomy development", and "motivation through formulation novelty", showing that 88% of students reported greater confidence in applying pharmacotechnical concepts after the practice. Final Considerations: The use of active methodologies combined with contextualized laboratory practices proved to be effective in pharmaceutical education, promoting integration between theory and practice and contributing to the training of critical, autonomous professionals aligned with contemporary healthcare demands.
Downloads
References
1. Berbel NAN. As metodologias ativas e a promoção da autonomia de estudantes. Semina: Ciências Sociais e Humanas. 2011;32(1):25-40. DOI: https://doi.org/10.5433/1679-0383.2011v32n1p25
2. Gleason BL, Peeters MJ, Resman-Targoff CV, Karr S, McBane S, Kelley K, et al. An active-learning strategies primer for achieving ability-based educational outcomes. Am J Pharm Educ. 2011;75(9):186. DOI: https://doi.org/10.5688/ajpe759186
3. Plewka B, Plewka M, Kopański Z, Kopańska M. The role of active learning methods in teaching pharmaceutical care: a scoping review. Heliyon. 2023;9(2):e13227. DOI: https://doi.org/10.1016/j.heliyon.2023.e13227
4. Scalcon A, Silva C, Silva M. O método de aprendizagem baseada em projetos (ABP): uma aplicação no curso de Farmácia. Res Soc Dev. 2022;11(11):e153111133405. DOI: https://doi.org/10.33448/rsd-v11i11.33405
5. Meng X, Zhao Y, Li J, et al. Using a novel student-centered teaching method to improve pharmacy student learning. Am J Pharm Educ. 2019;83(2):6505. DOI: https://doi.org/10.5688/ajpe6505
6. Ashiq K. Importance of project-based learning for pharmacy education. Turk J Pharm Sci. 2023;20(5):345-346. DOI: https://doi.org/10.4274/tjps.galenos.2022.69023
7. Ministério da Educação (Brasil). Conselho Nacional de Educação. Resolução nº 6, de 19 de outubro de 2017. Diretrizes Curriculares Nacionais do Curso de Graduação em Farmácia. Brasília, DF. Available from: http://portal.mec.gov.br
8. Foppa AA, Chemello C, Vargas Peláez CM, et al. Experiential education in the pharmacy undergraduate curricula in Brazil. Pharm Pract (Granada). 2020;18(1):1738. DOI: https://doi.org/10.18549/PharmPract.2020.1.1738
9. Costa-Oliveira C, et al. Metodologia ativa de aprendizagem aplicada a curso de Farmácia: instrumentos para o ensino com ênfase em farmacotécnica e tecnologia farmacêutica. Infarma – Ciências Farmacêuticas. 2022;34(3):230-239. DOI: https://doi.org/10.14450/2318-9312.v34.e3.a2022.pp230-239
10. Shahidi F. Nutraceuticals and functional foods: whole versus processed foods. Trends Food Sci Technol. 2009;20(9):376-387. DOI: https://doi.org/10.1016/j.tifs.2008.08.004
11. Cencic A, Chingwaru W. The role of functional foods, nutraceuticals, and food supplements in intestinal health. Nutrients. 2010;2(6):611-625. DOI: https://doi.org/10.3390/nu2060611
12. Sangma JJD. Future trends in functional foods and nutraceutical development. J Food Biotechnol. 2026;5(1):12-28.
13. Adhikari B, Venkatesh DN. The nutraceutical market: intellectual property, clinical research, and future insights. Int J Appl Pharm. 2025;17(1):1-8. DOI: https://doi.org/10.22159/ijap.2025v17i1.53278
14. Ting FST, Shroff RH, Lam WH, Garcia RCC, Chan CL. A meta-analysis of studies on the effects of active learning on Asian students' performance in science, technology, engineering and mathematics (STEM) subjects. Asia-Pac Educ Res. 2023;32:681-700. DOI: https://doi.org/10.1007/s40299-022-00661-6
15. Dymek J, Gołda A, Polak W, Gołda M, Skowron A. The influence of OSPE and PBL on competency-based pharmacy student self-assessment. BMC Med Educ. 2022;22:188. DOI: https://doi.org/10.1186/s12909-022-03264-1
16. Montepara CA, Woods AG, Wolfgang KW. Problem-based learning case studies: Delivery of an educational method and perceptions at two schools of pharmacy in Italy. Curr Pharm Teach Learn. 2021;13(6):606-611. DOI: https://doi.org/10.1016/j.cptl.2021.01.027
17. Kim D, Iwuchukwu OF. Improving team dynamics for project-based learning in pharmacy: a multimodal approach. Curr Pharm Teach Learn. 2022;14(5):655-663. DOI: https://doi.org/10.1016/j.cptl.2022.04.005
18. Shahiwala A. Entrepreneurship skills development through project-based activity in Bachelor of Pharmacy program. Curr Pharm Teach Learn. 2017;9(4):698-706. DOI: https://doi.org/10.1016/j.cptl.2017.03.017
19. Chen AMH, et al. Fostering interdisciplinary communication between pharmacy and nursing students. Am J Pharm Educ. 2015;79(6):83. DOI: https://doi.org/10.5688/ajpe79683
20. Sousa IF, Bastos PRHO. Interdisciplinaridade e formação na área de farmácia. Trab Educ Saúde. 2016;14(1):97-117. DOI: https://doi.org/10.1590/1981-7746-sip00092
21. Heck AJ, Cross CE, Tatum VY, et al. Active learning among health professions' educators: perceptions, barriers, and use. Med Sci Educ. 2023;33(4):903-912. DOI: https://doi.org/10.1007/s40670-023-01793-0
22. Leksuwankun S, Bunnag S, Namasondhi A, et al. Students' attitude toward active learning in health science education: the good, the challenges, and the educational field differences. Front Educ. 2022;7:748939. DOI: https://doi.org/10.3389/feduc.2022.748939
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Josiane Caroline Rodrigues, Jorge Fernandes Filho, Débora Soares Souza Marins
This work is licensed under a Creative Commons Attribution 4.0 International License.
