Pharmacology Applied Learning Program in Preclinical Years

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Program in Preclinical Years – Student Perspectives</title> <meta name="description" content="Pharmacology Applied Learning Program in Preclinical Years – Student Perspectives"> <meta name="keywords" content="Medical education, pharmacology curriculum, applied learning, safe prescribing."> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <meta name="citation_title" content="Pharmacology Applied Learning Program in Preclinical Years – Student Perspectives"> <meta name="citation_author" content="Amudha Kadirvelu"> <meta name="citation_author" content="Sunil Gurtu"> <meta name="citation_author" content="Sivalal Sadasivan"> <meta name="citation_publication_date" content="2013/01/28"> <meta name="citation_journal_title" content="International Journal of Educational and Pedagogical Sciences"> <meta name="citation_volume" content="7"> <meta name="citation_issue" content="1"> <meta 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href="https://publications.waset.org/search?q=Amudha%20Kadirvelu">Amudha Kadirvelu</a>, <a href="https://publications.waset.org/search?q=Sunil%20Gurtu"> Sunil Gurtu</a>, <a href="https://publications.waset.org/search?q=Sivalal%20Sadasivan"> Sivalal Sadasivan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pharmacology curriculum plays an integral role in medical education. Learning pharmacology to choose and prescribe drugs is a major challenge encountered by students. We developed pharmacology applied learning activities for first year medical students that included realistic clinical situations with escalating complications which required the students to analyze the situation and think critically to choose a safe drug. Tutor feedback was provided at the end of session. Evaluation was done to assess the students- level of interest and usefulness of the sessions in rational selection of drugs. Majority (98 %) of the students agreed that the session was an extremely useful learning exercise and agreed that similar sessions would help in rational selection of drugs. Applied learning sessions in the early years of medical program may promote deep learning and bridge the gap between pharmacology theory and clinical practice. Besides, it may also enhance safe prescribing skills. <iframe src="https://publications.waset.org/1059.pdf" style="width:100%; height:400px;" frameborder="0"></iframe> <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/search?q=Medical%20education" title="Medical education">Medical education</a>, <a href="https://publications.waset.org/search?q=pharmacology%20curriculum" title=" pharmacology curriculum"> pharmacology curriculum</a>, <a href="https://publications.waset.org/search?q=applied%20learning" title=" applied learning"> applied learning</a>, <a href="https://publications.waset.org/search?q=safe%20prescribing." title=" safe prescribing."> safe prescribing.</a> </p> <p class="card-text"><strong>Digital Object Identifier (DOI):</strong> <a href="https://doi.org/10.5281/zenodo.1329587" target="_blank">doi.org/10.5281/zenodo.1329587</a> </p> <a href="https://publications.waset.org/1059/pharmacology-applied-learning-program-in-preclinical-years-student-perspectives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/1059/apa" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">APA</a> <a href="https://publications.waset.org/1059/bibtex" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">BibTeX</a> <a href="https://publications.waset.org/1059/chicago" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Chicago</a> <a href="https://publications.waset.org/1059/endnote" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">EndNote</a> <a href="https://publications.waset.org/1059/harvard" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">Harvard</a> <a href="https://publications.waset.org/1059/json" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">JSON</a> <a href="https://publications.waset.org/1059/mla" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">MLA</a> <a href="https://publications.waset.org/1059/ris" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">RIS</a> <a href="https://publications.waset.org/1059/xml" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">XML</a> <a href="https://publications.waset.org/1059/iso690" target="_blank" rel="nofollow" class="btn btn-primary btn-sm">ISO 690</a> <a href="https://publications.waset.org/1059.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">2193</span> </span> <p class="card-text"><strong>References:</strong></p> <br>[1] Braunwald E. 2005. Foreward. In: Golan DE, editor. Principles of pharmacology. Philadelphia, US: Lippincott Williams and Wilkins. p vii. <br>[2] Sudha J. Graduate training programmes in pharmacology in India.Health Administrator Vol XIX; 1:88-91. <br>[3] Richir, M.C., Tichelaar, J., Geijteman, E.C. & de Vries, T.P. Teaching clinical pharmacology and therapeutics with an emphasis on the therapeutic reasoning of undergraduate medical students. Eur. J. Clin. Pharmacol. 64, 217-224 (2008). <br>[4] Han, W.H. & Maxwell, S.R. Are medical students adequately trained to prescribe at the point of graduation? Views of first year foundation doctors. Scott. Med. J. 51, 27-32 (2006). <br>[5] Garbutt, J.M., Highstein, G., Jeffe, D.B., Dunagan, W.C. & Fraser, V.J. Safe medication prescribing: training and experience of medical students and housestaff at a large teaching hospital. Acad. Med. 80, 594-599 (2005). <br>[6] De Vries, T.P. Presenting clinical pharmacology and therapeutics: the course in pharmacotherapeutics. Br. J. Clin. Pharmacol. 35, 587-590 (1993). <br>[7] Vollebregt, J.A., Metz, J.C., de Haan, M., Richir, M.C., Hugtenburg, J.G. & de Vries, T.P. Curriculum development in pharmacotherapy: testing the ability of preclinical medical students to learn therapeutic problem solving in a randomized controlled trial. Br. J. Clin. Pharmacol. 61, 345-351 (2006). <br>[8] Akici, A., Gören, M.Z., Aypak, C., Terzio─ƒlu, B. & Oktay, S. Prescription audit adjunct to rational pharmacotherapy education improves prescribing skills of medical students. Eur. J. Clin. Pharmacol. 61, 643-650 (2005). <br>[9] Maxwell, S.R., McQueen, D.S. & Ellaway, R. eDrug: a dynamic interactive electronic drug formulary for medical students. Br. J. Clin. Pharmacol. 62, 673-681 (2006). <br>[10] Shankar RP, Dubey AK, Palaian S, et al. Favorable Student Attitudes Towards Pharmacology in a Medical College in Western Nepal. JIAMSE 2005;15:31-38. <br>[11] Li WD, Zhang Y, Zhang CL, Zhang XM. Pharmacology teaching and its reform in China. Acta Pharmacologica Sin2004; 25: 1233-1238. <br>[12] Vollebregt, J.A. et al. Evaluation of a pharmacotherapy context-learning programme for preclinical medical students. Br. J. Clin. 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Pharmacology Applied Learning Program in Preclinical Years – Student Perspectives