BACKGROUND: Pharmacy curricula often present basic science and practice content as discrete subjects, creating a disconnect between classroom learning and professional application. Although curricular integration has been widely advocated, students continue to struggle with relevance, engagement, and the development of metacognitive skills. This study examined whether an Intention/Reflection (I/R) practice could help bridge basic science and practice while fostering engagement, growth mindset, and metacognition.
EDUCATIONAL ACTIVITY: A mixed-methods study was conducted with 156 second-year PharmD students at two colleges of pharmacy. One instructional unit served as a baseline, followed by a second unit incorporating the I/R practice. Students articulated personalized learning intentions at the start of the unit and engaged in brief reflection "pulses" throughout, concluding with a reflection activity. Data included a pre/mid/post Likert-style survey assessing engagement, mindset, metacognition, and connection to practice, and qualitative analysis of student responses to a question on the value of I/R.
RESULTS: Quantitative findings demonstrated increases in engagement, including pride in the profession, sense of belonging, and professional energy. While survey measures of metacognition showed a modest decrease, qualitative analysis revealed that 81.5% of students perceived I/R as beneficial, with the majority describing enhanced metacognitive awareness, deeper engagement, and clearer connections between course content and pharmacy practice.
DISCUSSION: The I/R practice is a low-effort, scalable instructional approach that supports meaningful learning by promoting engagement, reflective thinking, and perceived relevance of basic science to pharmacy practice. Its integration may help students develop lifelong learning skills essential for contemporary pharmacy practice.