Pharmacology education in the medical curriculum: Challenges and opportunities for improvement

Fasinu, Pius S.; Wilborn, Teresa W.

doi:10.1002/prp2.1178

Cited by 3 publications

References 66 publications

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Embracing Technology to Develop a Clinical Pharmacology and Medication Safety Elective in Undergraduate Medical Education

Wightkin,

Graham,

Hooper

et al. 2024

Med.Sci.Educ.

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A clinical pharmacology and medication safety elective was developed for fourth-year medical students to enhance students’ foundational pharmacology knowledge and the importance of preventing medication errors. Using video conferencing technology represents a modern approach to facilitate vertical integration of pharmacology curricula and increase multi-institutional and interprofessional collaboration to improve student learning.

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Embracing Technology to Develop a Clinical Pharmacology and Medication Safety Elective in Undergraduate Medical Education

Wightkin,

Graham,

Hooper

et al. 2024

Med.Sci.Educ.

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High-fidelity simulation versus case-based tutorial sessions for teaching pharmacology: Convergent mixed methods research investigating undergraduate medical students’ performance and perception

Kaddoura,

Faraji,

Otaki

et al. 2024

PLoS ONE

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Introduction Medical educators strive to improve their curricula to enhance the student learning experience. The use of high-fidelity simulation within basic and clinical medical science subjects has been one of these initiatives. However, there is paucity of evidence on using simulation for teaching pharmacology, especially in the Middle East and North Africa region, and the effectiveness of this teaching modality, relative to more traditional ones, have not been sufficiently investigated. Accordingly, this study compares the effects of high-fidelity simulation, which is designed in alignment with adult and experiential learning theories, and traditional case-based tutorial sessions on the performance and perception of undergraduate Year 2 medical students in pharmacology in Dubai, United Arab Emirates. Methods This study employed a convergent mixed methods approach. Forty-nine medical students were randomly assigned to one of two groups during the 16-week pharmacology course. Each group underwent one session delivered via high-fidelity simulation and another via a case-based tutorial. A short multiple-choice question quiz was administered twice (immediately upon completion of the respective sessions and 5 weeks afterwards) to assess knowledge retention. Furthermore, to explore the students’ perceptions regarding the two modes of learning delivery (independently and in relation to each other), an evaluation survey was administered following the delivery of each session. Thereafter, the iterative joint display analysis was used to develop a holistic understanding of the effect of high-fidelity simulation in comparison to traditional case-based tutorial sessions on pharmacology learning in the context of the study. Results There was no statistically significant difference in students’ knowledge retention between high-fidelity simulation and case-based tutorial sessions. Yet, students expressed a greater preference for high-fidelity simulation, describing the corresponding sessions as more varied, better at reinforcing learning, and closer to reality. As such, the meta-inferences led to expansion of the overall understanding around students’ satisfaction, to both confirmation and expansion of the systemic viewpoint around students’ preferences, and lastly to refinement in relation to the perspective around retained knowledge. Conclusion High-fidelity simulation was found to be as effective as case-based tutorial sessions in terms of students’ retention of knowledge. Nonetheless, students demonstrated a greater preference for high-fidelity simulation. The study advocates caution in adapting high-fidelity simulation, where careful appraisal can lend itself to identifying contexts where it is most effective.

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Exploring Medical Students' Preferences and Challenges in Clinical Pharmacology Education: Insights and Improvement Strategies

Tobaiqy

2024

Preprint

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Background Medical students receive foundational knowledge in clinical pharmacology, bridging the gap between pharmacology and clinical practice. While several studies have investigated clinical pharmacology teaching methodologies, few describe the teaching and learning of clinical pharmacology in Saudi Arabia. This study aimed to explore medical students' preferences for teaching and learning methods in clinical pharmacology, identify current strengths and challenges, and provide suggestions for improvement. Methods In April 2024, a cross-sectional online survey was distributed via WhatsApp to second and third-year medical students at the University of Jeddah, KSA. The survey invitation explained the purpose, voluntary participation, and anonymity of responses, with informed consent obtained. A 24-item English questionnaire, including a Likert scale and open-ended questions, was developed based on prior research and pilot-tested by five medical students. Data were analyzed using Minitab 17, employing descriptive statistics and Chi-square (χ2) tests to explore variable relationships. Results Ninety out of 395 medical students completed the questionnaire (22.8% response rate). Students (43.3%, n = 39) found the curriculum comprehensive and relevant for medication management but lacked cohesiveness. Significant challenges included understanding course content (56.7%, n = 51) and passing exams (43.3%, n = 39). Additionally, 56.7% (n = 51) felt overwhelmed by the volume of information and struggled to practically apply pharmacological knowledge. Interactive teaching methods, such as case-based discussions and simulations, were deemed inadequate, and hands-on experience opportunities needed to be improved. While 43.3% (n = 39) expressed satisfaction with their education, 36.7% (n = 33) remained neutral, indicating uncertainty about the instruction's quality and effectiveness. Half of the respondents (50%, n = 42) called for adding root cause analysis and systems-based approaches to improve medication safety in the curriculum. Key teaching demands: autonomic pharmacology (44.3%), pharmacokinetics/dynamics (39.8%), and cardiovascular pharmacology (37.5%). Conclusions Findings suggest the need for more cohesive clinical pharmacology curricula, enhanced interactive teaching methods, and increased use of technology and practical applications to improve learning outcomes.

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Pharmacology education in the medical curriculum: Challenges and opportunities for improvement

Cited by 3 publications

References 66 publications

Embracing Technology to Develop a Clinical Pharmacology and Medication Safety Elective in Undergraduate Medical Education

Embracing Technology to Develop a Clinical Pharmacology and Medication Safety Elective in Undergraduate Medical Education

High-fidelity simulation versus case-based tutorial sessions for teaching pharmacology: Convergent mixed methods research investigating undergraduate medical students’ performance and perception

Exploring Medical Students' Preferences and Challenges in Clinical Pharmacology Education: Insights and Improvement Strategies

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