Enhancing Critical Thinking in Pharmacology Education: Active Learning Management for Congestive Heart Failure through Moodle and One-Page Web Integration

The development of critical thinking is essential in pharmacy education, equipping future pharmacists with the skills needed to assess evidence objectively, resolve drug-related issues, and make informed clinical decisions. This study explores an innovative instructional design aimed at enhancing critical thinking and problem-solving skills in pharmacology, specifically within the topic of congestive heart failure treatment. Using Moodle (SU e-learning) as the primary platform, supplemented by a custom-designed one-page website to facilitate remote learning. A total of 193 third-year pharmacy students participated in the study, completing pre-tests and post-tests to assess learning outcomes. The instructional design emphasized active learning principles, including self-guided exploration, collaborative knowledge construction, and timely feedback. Students engaged in structured assignments, group discussions, and reflective activities to deepen their understanding of pharmacological concepts. Results demonstrated significant improvements in students' knowledge and critical thinking abilities, with over 97 % scoring above 70 % on post-tests. Student self-assessments and satisfaction surveys indicated enhanced cognitive skills, engagement, and professional readiness. The custom website further supported learning by providing interactive features such as Flipbook presentations, video feedback, and a collaborative comment section. This study's findings underscore the potential of structured, technology-supported active learning approaches in developing critical skills and supporting effective learning outcomes in a remote educational setting.