Objective. To broaden pharmacy students’ international perspectives through a teaching and learning method involving international comparison.

Design. Four topics within a pharmacy law and practice course were taught in-person by collaborating faculty members representing two international perspectives (Australian and Canadian). The assessed learning objective was for students to be able to synthesize an international comparative analysis that reflected an international perspective.

Assessment. Approximately 70% (n=44) of the class completed an online survey instrument that explored students’ perceptions of their own learning. Six domains of inquiry represented in the questionnaire included knowledge development, international perspective, future prospects, personal enjoyment, assessment method, and overall learning experience. Quantitative and qualitative survey results reflected students’ strong support for all statements of inquiry.

Conclusions. The method involving international comparison, a classroom teaching collaboration and knowledge management using compare-contrast strategy positively influenced student perceptions in a range of ways and was effective in raising international perspectives in the pharmacy curriculum.