In many medical and pharmacy programs worldwide, history courses are included as essential didactic components. This research aimed to define consensus-based goals, content, intended learning outcomes, teaching strategies, and assessment methods for a history of medicine and pharmacy course tailored for medical and pharmacy students in the Arab World. A comprehensive literature review was conducted across PubMed, ScienceDirect, SpringerLink, Scopus, and Google Scholar to extract information about course objectives, content, and intended learning outcomes. In addition, semi-structured interviews were carried out with 5 academic faculty members, 3 pharmacists, and 3 physicians. Using a Delphi approach, a panel consisting of 10 educators/academicians, 4 physicians, and 4 pharmacists was consulted to reach agreement on course aims, topics, outcomes, teaching methods, and evaluation techniques. Panelists showed high agreement (≥88.9%) on 10 key items emphasizing the importance of history education for medical and pharmacy students. Across two Delphi rounds, 4 consensus-based course objectives and 13 intended learning outcomes were established. The panel recommended allocating 16 contact hours (equivalent to 1 credit hour) for course delivery. Bloom’s taxonomy was applied to cover both basic and advanced cognitive skills. Suggested instructional methods included in-person lectures, curated readings, documentary videos, case studies, group discussions, and debates. Assessment could be carried out using multiple-choice exams, written reflections, portfolios, group assignments, and participation in interactive discussions and debates. A structured, consensus-based history of medicine and pharmacy course was formulated for medical and pharmacy students in the Arab World. Well-defined objectives, content, learning outcomes, teaching methods, and evaluation tools are expected to meet accreditation standards and support student learning. Further research is required to evaluate the effect of such courses on student performance.
