Communication Competencies for Pharmacy Students in the AI Era: Challenges, Opportunities, and Implications

The rapid adoption of generative artificial intelligence (AI) is transforming higher education and reshaping how students acquire, process, and communicate knowledge. In pharmacy education, effective communication is a core professional competency that requires the integration of scientific knowledge, clinical reasoning, and patient-centred communication. This paper examines how AI technologies, particularly Large Language Models such as ChatGPT and Gemini, are influencing communication competencies among pharmacy students and explores the educational implications of their growing use. Through a critical review of contemporary literature, the paper discusses the evolving nature of digital literacy, whereby students are increasingly required not only to retrieve information but also to interact with AI systems, formulate effective prompts, and critically evaluate generated content. The review highlights several challenges associated with AI-assisted learning, including cognitive offloading, overreliance on automated outputs, diminished self-regulated learning, and the potential erosion of critical thinking and clinical reasoning skills. Particular attention is given to the AI-translation paradox, in which AI-generated explanations may improve readability yet inadvertently compromise scientific accuracy, creating risks in healthcare communication. The paper also considers concerns related to academic integrity, authorship, and the reliability of AI-generated information, including the propagation of hallucinated or misleading content. In addition, disparities in institutional readiness and technological resources may contribute to unequal learning opportunities among students across higher education institutions. While AI offers significant opportunities to enhance writing, information synthesis, and communication training, its integration must be guided by sound pedagogical principles. Pharmacy curricula should therefore promote AI literacy, evaluation skills, reflective learning, and authentic assessment approaches that preserve independent thinking and professional judgement. Ultimately, generative AI should be viewed as a complementary educational tool rather than a substitute for human expertise, enabling future pharmacists to harness technological innovation while maintaining the communication competencies necessary for safe, ethical, and effective patient care.

Artificial intelligence; Pharmacy education; Communication competencies; Digital literacy; Generative AI.

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