Community Pharmacy Health Promotion Proposal for Rural and Indigenous Health

School of Pharmacy

About this use case

In this team-based written assessment, students are required to develop a proposal for a health promotion activity that could be implemented in a community pharmacy. The proposal must focus on the healthcare needs of a specific Indigenous population living in a rural or remote community within the students’ local context, such as Australia or Malaysia. Students begin by describing the chosen population, identifying its healthcare needs, and analyzing the social determinants of health that shape outcomes. They then design a health promotion activity using the Plan stage of the Plan–Do–Study–Act cycle, justifying its relevance, feasibility, and evidence base. The proposal also needs to explain how the community would be engaged and anticipate barriers to implementation. Generative AI use is optional and only permitted after students complete the invigilated tasks for Section 1. If GenAI was used, students must clearly identify AI contributions, distinguish them from their own work, explain the tool’s value, and include the prompts in an appendix.

Learning outcomes:

Explain how social determinants of health can affect key populations and influence healthcare provision in Australian and global contexts.
Design strategies that promote and advocate for societal health and wellbeing, including strategies that address environmental concerns and the needs of remote and Indigenous populations.

The existing assessment was modified to include a generative AI component and was incorporated to help students develop AI literacy and learn how to use generative AI appropriately in academic work.
As generative AI is becoming increasingly common, the activity provided students with an opportunity to learn how to use effective prompts and use AI as a supporting tool, primarily for grammar and language checking, while retaining ownership of their own work.
1. Teach students how to use generative AI before the assessment.
2. Provide a follow-up briefing immediately before students begin the assessment activity.
3. Explain the ethical expectations associated with using generative AI.
4. Show students how to annotate and distinguish AI-generated material from their own work.
5. Provide examples of how generative AI can be used ethically to strengthen an assessment submission.
- Students explain how social determinants of health influence the healthcare needs of a rural or remote Indigenous population.
- Students design a contextually relevant community-pharmacy health promotion activity.
- Students justify their proposal using evidence and consideration of community engagement and implementation barriers.
- Students document and explain any use of generative AI in their assessment process.

Try it out

This use case requires an easy level of effort to implement.

- Begin by teaching students how generative AI may be used ethically in the assessment. Reinforce this guidance immediately before the assessment begins.
- Require students to complete the initial work for Section 1 under invigilated conditions without using AI. After the initial submission, allow students to use generative AI to investigate its usefulness in developing or improving the proposed health promotion activity.
- Students should be instructed to:
  - Identify where AI tools were used and explain whether they improved the proposed activity.
  - Use clear headings, labels or annotations to distinguish AI-generated insights from other parts of the submission.
  - Record the AI tools used and explain their impact.
  - Explain why each tool was selected, how it was applied and what insights or improvements it supported.
  - Include an appendix containing the prompts entered into the AI tool.
- Generative AI use was optional, and fewer than half of the teams used it to improve their writing. This may indicate that some students lacked confidence or were uncomfortable incorporating AI into their work.
- Provide practical examples that demonstrate how generative AI can be used ethically, transparently and with appropriate annotation.
- These examples may help students understand how AI can support their work without replacing their own analysis.
Seeing a developmental arc through sampling over time
This assessment applies a developmental arc by using Section 1 as a baseline of student understanding, which is compared against Section 2 to observe progression into activity design. Integrity is evaluated by checking whether the AI-assisted work in Section 2 builds upon the context established in Section 1, bringing to light disconnects where generic AI text is used. Grading demands remain balanced for a cohort of 90–100 because group submissions reduce total items to roughly 20–25 reports, while required prompt logs and annotations handle the task of documenting progression.

Supporting resources

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Sidebar

Unit: PHR4042	Condition: Group
Class size: 90–100	Typology: Written
AI approach: Using and applying AI tools effectively	AI statement: Guided use
Visibility of Learning: Seeing a developmental arc through sampling over time

About the educator

Validated by

Sri Bala Murugan, Education Designer, Education Excellence

Key tags

Social determinants of health
Indigenous health
Rural and remote health
Community pharmacy
Health promotion
AI annotation