Speed dating “speed networking” was integrated as a tool for interpersonal development (1). Academic sector recognised its potential and adopted speed dating as an educational tool to help students to know each other and share knowledge (2, 3). The main challenge for the pharmacology teaching team is to transform the students’ perception of pharmacology as difficult, with a great amount to “know and remember,” to an essential and interesting subject which enhances their competency in clinical pharmacology and medication prescription. The aim of this research is to investigate whether the inclusion of the innovative Speed Triage Dating learning method within the Pharmacology modules in the Bachelor of Pharmacy Course at Curtin University enhnaces deep learning in subjects traditionally reliant on memorisation. In this project a modification of speed dating, Speed Traige Dating (STD) is used in tutorial workshop in Pharmacology. Instead of the one-on-one dating, to foster collaborative learning and peer coaching, each “dating” session will involve three students or a triage. Information was relayed from students to students. Before class students undertook a test to assess their prior drug knowledge. At the end of the STD session students undertook another test to assess their improved drug knowledge. For each dating the students were instructed to address different issues pertinent to their individual task with increasing level of thinking progressing from describing the task to critically evaluating and integrating information learned during the process. Students were provided with a drug in which they have to research to develop a comprehensive drug monograph. During the STD session, in Round 1 of the STD, they were instructed to describe their drug. In the subsequent rounds they may be ask to integrate, evaluate and compare and contrast the drugs in various aspects of Pharmacology. There was an increasing spiral of information with increasing rounds of STD with students teaching as well as learning the increasing number drugs. Most importantly students were actively engaging in intergration and communication of knowldege learned. Qualitative data were gathered from eVALUate data of students’ feedback on their perception of resources and teaching activities available in the Pharmacology Module including the use of STD during tutorials. Students have valued the STD method and commented positively on STD indicatig that it is engaging, fun and improves their ability to understand the more complex content of pharmacology and foster internalisation of knowledge allowing long term memory to occur more effortlessly.