The use of international comparison as interactive teaching method in pharmacy education.

BACKGROUND: Learning through international comparison assignments can significantly impact students' academic performance. MATERIALS AND METHODS: This cross-sectional study used a mixed methods approach that included quantitative and qualitative data collection. The survey was divided into five domains: knowledge development, international perspective, future prospects, personal enjoyment, and skills. Students' levels of agreement were gauged using a five-point Likert scale, with five indicating the strongest agreement and one indicating the strongest disagreement. Additionally, open-ended questions encouraging students to reflect about their experiences were included in the survey. RESULTS: A total of 214 students completed the questionnaire, achieving a response rate of 81.6%. Nearly 90% of the participants agreed or strongly agreed that a comparison of the two international perspectives was effective in supporting their knowledge of drug approval processes in Saudi Arabia and other countries. However, approximately three-quarters of the students strongly agreed or agreed that international comparison and contrast assignments would influence their career choices. The difference between male and female participants was statistically significant in the International Perspective domain and Skills domain (p = 0.02 and p = 0.018 respectively). The students were enthusiastic about the assignment's development and improvement of a set of crucial abilities, including searching, analyzing, summarizing, critical thinking, and teamwork, which are crucial for healthcare students, particularly pharmacy students. CONCLUSION: Overall, learning by using an international comparison of contrast assignments as an interactive teaching method can positively impact students' academic and professional development by helping them develop critical thinking, research, writing, cultural awareness, and communication skills.