Evidence map›Paper›PMID 42400878›Full record

ReviewPharmacology research & perspectives2026

Pharmacokinetics Education: Addressing Core Learning Challenges Through Innovations in Teaching.

Catherine Dobler, Jiani Wu, Grace Leaman, Leah Brassard, Michelle Arnot, Fatima Mraiche

Abstract readReview
In one paragraph

Review in Pharmacology research & perspectives, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from 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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

Catherine DoblerDepartment of Pharmacology, Faculty of Medicine and Dentistry, College of Health Sciences, University of Alberta, Edmonton, Alberta, Canada.
Jiani WuDepartment of Pharmacology and Toxicology, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.
Grace LeamanDepartment of Pharmacology, Faculty of Medicine and Dentistry, College of Health Sciences, University of Alberta, Edmonton, Alberta, Canada.
Leah BrassardDepartment of Pharmacology, Faculty of Medicine and Dentistry, College of Health Sciences, University of Alberta, Edmonton, Alberta, Canada.
Michelle ArnotDepartment of Pharmacology and Toxicology, Temerty Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada.ORCID https://orcid.org/0000-0001-6933-4533
Fatima MraicheDepartment of Pharmacology, Faculty of Medicine and Dentistry, College of Health Sciences, University of Alberta, Edmonton, Alberta, Canada.ORCID https://orcid.org/0000-0001-6188-1145

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Pharmacokinetics is fundamental to drug discovery, therapeutic optimization, and patient safety. Despite its importance, students consistently demonstrate limited mastery of pharmacokinetic core concepts. Studies reveal that students have persistent misconceptions of pharmacokinetic core concepts, difficulty applying mathematical principles, and challenges in transferring theoretical knowledge to medical and biomedical practices. Contributing factors include mathematical skill deficits upon entering university programs, fragmented curricular integration, and limited opportunities for active application of knowledge. These gaps raise concerns about the preparedness of graduates entering health professions and drug design/discovery fields, where pharmacokinetic competence directly impacts the fundamentals of drug discovery, therapeutic optimization, and patient safety. In addition to student challenges with learning pharmacokinetics, this commentary highlights innovative teaching strategies for educators to support student comprehension and application of pharmacokinetic core concepts. Approaches such as team-based learning, case-based exercises, simulations, games, and prerequisite review tutorials have shown promise in strengthening conceptual understanding and bridging theory with practice. These strategies have largely been studied in isolated contexts, underscoring the need for broader evaluations examining how course design, delivery methods, and teaching strategies shape student learning of pharmacokinetic core concepts. Future research could explore pharmacology educator and student perspectives on pharmacokinetics to develop an international framework for pharmacokinetics education. Such a framework would ensure progressive reinforcement of core concepts, integration across curricula, and alignment of teaching practices with real-world application, ultimately preparing students for diverse careers where pharmacokinetics proficiency is essential.

Indexed as

PharmacokineticsCurriculumDrug DiscoveryHumansLearningTeaching

Identifiers

PMID42400878
PMCPMC13332736

What OpenQuestion holds

Textmetadata
LicenceCC BY
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Registered trials

None linked

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.