GuidelineBritish journal of clinical pharmacology2026
Formative feedback to improve pharmacology learning: Proposed principles and guidelines for effective practice.
Guideline in British journal of clinical pharmacology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Formative feedback to improve pharmacology learning: Proposed principles and guidelines for effective practice.British journal of clinical pharmacology · 2026Guideline
- Using assessment in pharmacology to drive learning in the right direction.British journal of clinical pharmacology · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
aimsTo learn effectively, students need timely, specific, actionable feedback-known as formative feedback-on what and how well they are learning and on how to improve further. Providing effective feedback to help students learn pharmacology is a complex task. Currently, pharmacology educators lack evidence-based guidelines for effective, efficient practice. This article aims to fill that gap. First, it briefly defines formative assessment and feedback and explains how they can affect student learning. Second, it offers pharmacology teachers research-based principles and practical guidelines for using formative feedback to improve learning. These principles and guidelines may also be useful in training generative artificial intelligence programs to support formative feedback provision. Third, it aims to stimulate interest in, use of, experimentation with and further research on formative feedback in pharmacology education.
methodsRelevant literature was identified from peer-reviewed resources in higher education, medical and health sciences education, pharmacy education and pharmacology education on effective practice of formative assessment and formative feedback published in English between 2000 and 2025.
resultsAlthough a substantial body of empirical research exists on formative feedback in higher education, relatively less has been published in medical and health sciences education. In pharmacology education, there are even fewer relevant publications, making a formal systematic literature review unviable.
conclusionsStudents need formative feedback to learn. Teachers need guidance to elicit and provide that feedback effectively and efficiently. Pharmacology teachers and learners can benefit from practical principles and guidelines for formative feedback practice based on the most current, relevant research available.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.