When I started mapping out the curriculum for Pharmacology, I wanted students to feel the connection between what they learn in the classroom and what they do in clinic. One of the best ways to make that happen? Weaving in cross-curricular components that tie pharmacology to the bigger picture, for example, like local anesthesia, pathology, and cultural competency.
When students see how pharmacologic knowledge directly supports patient care, the material starts to click. They don’t just memorize drug names; they understand why they’re choosing one medication over another and how that choice impacts real people. It’s one thing to learn about antifungal medications, but it hits differently when you connect it to a case they’ve seen in clinic or bring in pathology to explain the why behind the infection.
These crossovers also help students connect the dots between past courses and what’s ahead. The feedback has been pretty clear: this approach keeps the course feeling fresh and makes learning feel more meaningful. Cross-curricular mapping strengthens continuity throughout a program and helps students make sense of their journey as learners (Kumm et al, 2019).
Cultural Diversity and Differentiation: Designed from the Start
From the beginning, I wanted to add more cultural diversity and differentiation to my curriculum map. One size doesn’t fit all, and it shouldn’t have to.
For cultural diversity, the course includes having ethics-based conversations, patient care planning with cultural considerations, and resources like multilingual materials and culturally relevant case studies. I want students to think beyond the pharmacology textbook and consider who they’re helping and how culture shapes that care.
Differentiation plays a huge role too. Some weeks we lean into visuals, others are more auditory or hands-on. Scavenger hunts, case planning, flexible assignments — I’ve tried to give students space to work from their strengths without lowering expectations. The goal is to achieve the same outcomes in ways that make sense for different kinds of learners. This approach lines up with Drysdale’s (2019) Collaborative Mapping Model, which emphasizes relationship-centered design that supports authentic learning.
How Technology Fits In
Tech has made all of this easier and a lot more fun. We’ve used Padlet for collaborative brainstorming, I am adding EdPuzzle to pause videos and reflect, and Google Slides for asynchronous group projects. These tools help students review content at their own pace and give them more chances to share their perspective.
Even something simple like watching a short clip from another country’s healthcare system can spark deeper conversations and help students consider care from a global lens. That kind of exposure matters, especially when we’re training future providers to treat patients from all backgrounds.
Staying Aligned with Program Goals
I’m proud of how this course lines up with our Dental Hygiene Program Core Competencies. Every module supports clinical safety, communication, ethics, and critical thinking — all pillars of our program. For students, that means nothing is random. Every case study, quiz, or discussion links back to what they’ll need in the clinic or out in the field.
For instructors, that alignment makes it easier to track progress, adjust plans, and make sure everyone is on the same page. It keeps us grounded and gives the course structure that helps students thrive (Sekulich, 2019).
References (for the nerdy readers like me)
Drysdale, J. (2019). The collaborative mapping model: Relationship-centered instructional design for higher education. Online Learning, 23(3), 56–71. https://doi.org/10.24059/olj.v23i3.2058.
Kumm, B. E., et al. (2019). The Benefits of Collaboration: From Curriculum Mapping to a Community of Practice. SCHOLE, 34(2), 71-83. https://doi.org/10.1080/1937156X.2019.1622944.
Sekulich, K. M. (2019). Curriculum and Assessment Alignment Mapping. Lutheran Education, 155(2), 33–39.
