Abstract

Methods

The module was implemented across four course offerings in a third-year Bachelor of Pharmacy Technology program. Students completed a semester-long project using GastroPlus®, ADMET Predictor®, and DDDPlus® (Simulation Plus, Inc.) through sequential activities involving molecule selection, physiologically-based pharmacokinetic (PBPK) and physiologically-based biopharmaceutics modeling (PBBM) simulations, physicochemical property prediction, dissolution modeling, and scientific communication through poster preparation and presentation. Implementation was evaluated using student performance data and alignment with the Seven Principles for Good Practice in Undergraduate Education.

The module was implemented across four cohorts involving 79 undergraduate students. Mean project grades ranged from 94.95 ± 2.56% to 98.66 ± 1.21%, while mean overall course grades ranged from 89.18 ± 5.08% to 91.60 ± 4.32%. The instructional design demonstrated alignment with established educational principles through active learning, student–faculty interaction, timely feedback, sustained engagement, clear expectations, and authentic scientific communication activities.

Conclusion

This case report demonstrates the feasibility of integrating computational modeling into an undergraduate biopharmaceutics and pharmacokinetics course through a structured, project-based educational framework. The module provides a practical approach for incorporating PBPK, PBBM, and related computational methodologies into pharmacy curricula. Future studies using controlled educational designs and direct assessment of learning outcomes are needed to evaluate the educational impact of this approach.