Cross-disciplinary design of e-learning modules for pharmacology education
Purpose: Pharmacology comprises a large and conceptually dense body of knowledge, posing persistent challenges for teaching and learning in undergraduate medical education. This paper describes the development of e-learning modules designed to support self-directed learning and comprehensive coverage of core pharmacology content across the clinical years of a medical program. Methodology: Fifteen case-based e-learning modules were developed for use across the three clinical years of the Doctor of Medicine curriculum at the University of Melbourne. Module development was guided by four key components: content development, learning design, curriculum mapping and the articulation of an evaluation strategy. Cross-disciplinary collaboration informed pedagogical and clinical relevance. Findings: E-learning can provide an accessible and cost-effective approach to delivering pharmacology education. Intentional learning design and alignment with curriculum outcomes were critical in supporting coherence across modules. Research implications: This work outlines a structured, reproducible approach to developing case-based pharmacology e-learning resources. Future research should examine learner engagement, knowledge acquisition and transfer to clinical practice. Practical implications: Educators designing pharmacology curricula may benefit from integrating e-learning modules that are case-based, curriculum-mapped and explicitly designed to support self-directed learning. Early collaboration betweencontent experts, educational designers and curriculum stakeholders is essential. Originality/value: This paper provides a practical account of the systematic development of pharmacology e-learning modules, highlighting design considerations that extend beyond content delivery alone. Limitations: This report focuses on the development process and initial implementation of the modules; evaluation outcomes related to learner performance and long-term educational impact are beyond the scope of this paper. Keywords: computer-assisted instruction, cost-benefit analysis, medical schools, students, medical curriculum