Curricula Orientations: Classical- Versus Clinical-Oriented Curricula

Ming, Long Chiau; Khan, Tahir Mehmood

doi:10.1016/b978-0-12-811909-9.00008-3

Cited by 4 publications

(7 citation statements)

References 39 publications

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“…4 However, it has started to gain attention in recent years due to improved student engagement, diverse discipline engagement, higher order learning to enhance the ability of students to deal with more complex issues in health systems (ie, well suited to develop problem-solving skills that are most needed in real practice), and increased curricular efficiency. 2,7 Other advantages include reinforcement and deep learning, preparation for lifelong learning, cooperation between faculty members from different departments, and heightened relevance of learning. 3 Currently, curricular integration is explicitly called for and referenced to in several accreditation standards for pharmacy programs in a number of countries such as the United States, Canada, and Ireland.…”

Section: Journal Of Medical Education and Curricular Developmentmentioning

confidence: 99%

“…This helps to connect theory/science with clinical practice. 2,3 Therefore, to implement this, some pharmacy institutions have transformed the traditional discipline-based pharmacy curriculum into an organ-system-based, multidisciplinary integrated curriculum. In traditional curricula, each department/discipline is responsible for teaching the subjects related to that department, including development of the course contents.…”

Section: Introductionmentioning

confidence: 99%

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Multidisciplinary Integrated Pharmacotherapy Curriculum in a Doctor of Pharmacy Program: Educators’ Perceptions, Views, and Perspectives

Alrasheedy

2020

Journal of Medical Education and Curricular Development

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Background: In pharmacy education, an integrated curriculum in which the full spectrum of foundational and pharmaceutical sciences is integrated with pharmacotherapy and clinical pharmacy is considered relatively new. At Unaizah College of Pharmacy (UCP), Qassim University, Saudi Arabia, a 6-year PharmD program was developed with a multidisciplinary integrated pharmacotherapy curriculum. The integrated pharmacotherapy curriculum represents approximately half of the didactic curriculum. Objective: The aim of this study was to evaluate the perceptions, the views, and experiences of academic faculty members regarding the impact and implementation of the multidisciplinary integrated pharmacotherapy curriculum in the PharmD program. Methods: A cross-sectional study was conducted with all pharmacy faculty members involved in the integrated curriculum. The data-capturing technique in this study was a Web-based survey. In addition, the survey included an open-ended section in which the participants were encouraged to provide comments/feedback and share their experiences about the integrated curriculum. Results: The majority of participants (96.88%, n = 31) believed that the integrated curriculum is well suited for developing problem-solving skills needed in pharmacy practice. Similarly, 93.76% (n = 30) believed that the integrated curriculum results in better student learning experiences. Of the participants, 81.26% (n = 26) believed it results in a better understanding and application of pharmaceutical sciences in practice compared with traditional courses. Moreover, 71.88% (n = 23) considered that the required depth and breadth of the content related to their disciplines is achievable with this model. Of all participants, 96.88% (n = 31) believed that the successful implementation of this integrated curriculum needs strong collaboration, effective communication, good coordination between all departments, and a flexible, fully customizable, and effective e-learning system. Moreover, all participants believed that full integration requires careful design and implementation to ensure no overlapping or marginalization of topics/disciplines. In this study, 62.51% (n = 20) believed that the fully integrated curriculum results in a relatively higher workload compared with traditional courses. Conclusions: The majority of faculty members had positive perceptions regarding the multidisciplinary integrated pharmacotherapy curriculum. Moreover, the majority had positive views and experiences regarding the implementation of this integrated curriculum. The study identified several factors that helped in the successful implementation of this curriculum. Moreover, several challenges have been identified, including more investment in time and effort to implement this fully integrated curriculum.

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Section: Journal Of Medical Education and Curricular Developmentmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Multidisciplinary Integrated Pharmacotherapy Curriculum in a Doctor of Pharmacy Program: Educators’ Perceptions, Views, and Perspectives

Alrasheedy

2020

Journal of Medical Education and Curricular Development

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“…At this stage, the scientists starting testing what other effects other than the target effect will that compound cause on biological processes [12].…”

Section: Toxicity Testingmentioning

confidence: 99%

“…Healthcare is called 'practice' as people related to it keep on learning and refining their skills and knowledge [12]. Information technology has brought great convenience in sharing eachothers' knowledge and experience [18].…”

Section: Shared Knowledgementioning

confidence: 99%

“…However, this increase has not been consistent on a percent per year basis. There have been fact-finding studies by agencies like Flynn, Fox, and colleagues by analysis of websites and surveys to analyze the syllabi of pharmacy schools [12]. Although incomplete information came up in these studies, however, the findings were consistent in a way that there is a dearth of informatics educational offerings and there is a lack of progress over the study time [14].…”

Section: Incredible Presentmentioning

confidence: 99%

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Pharmacoinformatics: Development through History and Its Role in Pharmaceutical Industry

Shaikh

Panhwar

Kumar

et al. 2019

JPRI

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Medicine has displayed miraculous developments during the past century or so. Credit goes to the emergence of scientific research methods. Research on the disease, its causes, effects, precaution, and especially cure has revolutionized the world. Man has been liberated from epidemics and other deadly diseases. All this would not have been possible, had there not been research and development in medication simultaneously. The pharmaceutical industry is an integral part of the medical field. A real boost was given to all kinds of research with the invention of the computer. Data saving, processing, and analysis were never easier. This paper aims at highlighting the great role and importance of Pharmacoinformatics in drug discovery. It also elucidates how drug discovery is done. A portion of it also targets how this science has evolved over time. The particular purpose is to trace the transformations that came with the introduction of Information Technology in this field.

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Design and Usability Testing of an Augmented Reality (AR) Environment in Pharmacy Education—Presenting a Pilot Study on Comparison between AR Smart Glasses and a Mobile Device in a Laboratory Course

et al. 2022

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An essential feature of pharmacy education is the teaching of theoretical knowledge with the support of practical work in the laboratory. When properly utilized, laboratory activities have the potential to enhance students’ achievement, conceptual understanding, and positive attitudes towards learning. In this pilot study, an augmented reality (AR) environment was designed and introduced for teaching laboratory skills in pharmacy education at the university level. The AR environment was used by pharmacy students (n = 36), featuring gate questions, information screens, Quick Response codes, think-aloud questions, and instant feedback. The environment was utilized with smart glasses and mobile devices with the aim of comparing the support to students’ performance. User experience was evaluated through self-efficacy beliefs and anxiety towards the technology. As a result, students found the environment a useful supplement to traditional laboratory teaching. Smart glasses and mobile devices were both accepted with great positivity but neither being clearly preferred over the other. Smart glasses were noted to provide sufficient feedback in the right stages of work. In contrast, mobile devices promoted the learning process more than the smart glasses. The self-efficacy results for mobile device use were higher, especially related to device handling and operating the AR environment. The pilot study gives educators valuable insights on the usability of AR technology in guiding laboratory tasks, although future work should involve larger and more diverse samples, as well as different learning tasks.

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Curricula Orientations: Classical- Versus Clinical-Oriented Curricula

Cited by 4 publications

References 39 publications

Multidisciplinary Integrated Pharmacotherapy Curriculum in a Doctor of Pharmacy Program: Educators’ Perceptions, Views, and Perspectives

Multidisciplinary Integrated Pharmacotherapy Curriculum in a Doctor of Pharmacy Program: Educators’ Perceptions, Views, and Perspectives

Pharmacoinformatics: Development through History and Its Role in Pharmaceutical Industry

Design and Usability Testing of an Augmented Reality (AR) Environment in Pharmacy Education—Presenting a Pilot Study on Comparison between AR Smart Glasses and a Mobile Device in a Laboratory Course

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