Transcript Teaching Pharmacology in Brasil

TEACHING PHARMACOLOGY
IN BRASIL
Roberto Soares de Moura
Department of Pharmacology
State University of Rio de Janeiro Brasil
TEACHING PHARMACOLOGY TO MEDICAL
STUDENTS
WHEN PLANNING A COURSE OF PHARMACOLOGY TO
MEDICAL STUDENTS WE HAVE TO CONSIDER
SPECIALLY THE FOLLOWING POINTS:
1) WHAT EXPECTATIONS THE STUDENT HAVE
2) WHAT SHOULD WE TEACH
3) HOW ARE WE GOING TO TEACH
4) HOW ARE WE GOING TO EVALUATE THE LEVEL OF
STUDENT LEARNING
5) WHEN ARE WE GOING TO TEACH
1) STUDENTS EXPECTATIONS
•AT THE BEGINNING OF THE COURSE THE STUDENTS
ALWAYS BELIEVE THAT AT THE END OF THE COURSE
THEY WILL BE ABLE TO KNOW ADEQUATELY THE
RIGHT DRUG TO TREAT A PARTICULAR DISEASE.
1) STUDENTS EXPECTATIONS
• AT THE BEGINNING OF THE COURSE THE STUDENTS ALWAYS BELIEVE
THAT AT THE END OF THE COURSE THEY WILL BE ABLE TO KNOW
ADEQUATELY THE RIGHT DRUG TO TREAT A PARTICULAR DISEASE.
• WE HAVE TO STRESS TO THE STUDENTS, THE
IMPORTANCE OF LEARNING AS A CONTINOUS
PROCESS THAT DOES NOT END AFTER THE FINISH OF
THE FORMAL PHARMACOLOGICAL COURSE.
• THIS IS THE ONLY WAY TO KEEP THE STUDENTS UP
TO DATE WITH NEW ADVANCES IN PHARMACOLOGY.
2) WHAT SHOULD WE TEACH
WE SHOULD STRESS TO THE STUDENTS THAT THE
SUCCESS OF THE TREATMENT OF ANY DISEASE IS
BASED IN PHARMACOLOGICAL KNOWLEDGE.
2) WHAT SHOULD WE TEACH
WE SHOULD STRESS TO THE STUDENTS THAT THE SUCCESS OF THE
TREATMENT OF ANY DISEASE IS BASED IN PHARMACOLOGICAL
KNOWLEDGE.
 GOODMAN & GILMAN
THE
PHARMACOLOGICAL
BASIS
OF
THERAPEUTICS (IMPOSSIBLE TO TEACH ALL )
2) WHAT SHOULD WE TEACH
WE SHOULD STRESS TO THE STUDENTS THAT THE SUCCESS OF THE
TREATMENT OF ANY DISEASE IS BASED IN PHARMACOLOGICAL
KNOWLEDGE.
 GOODMAN & GILMAN
THE PHARMACOLOGICAL BASIS OF THERAPEUTICS (IMPOSSIBLE TO
TEACH ALL )
 PHARMACOKINETICS
FEW GROUPS OF DRUGS:
ANTIHYPERTENSIVE DRUGS; ANTIDIABETIC DRUGS
ETC.
2) WHAT SHOULD WE TEACH
WE SHOULD STRESS TO THE STUDENTS THAT THE SUCCESS OF THE
TREATMENT OF ANY DISEASE IS BASED IN PHARMACOLOGICAL
KNOWLEDGE.
 GOODMAN & GILMAN
THE PHARMACOLOGICAL BASIS OF THERAPEUTICS (IMPOSSIBLE TO
TEACH ALL )
 PHARMACOKINETICS
FEW GROUPS OF DRUGS:
ANTIHYPERTENSIVE DRUGS; ANTIDIABETIC DRUGS ETC.
 MOTIVATION
THE ROLE OF THE TEACHING IS TO MOTIVATE THE
STUDENT TO STUDY
INTERFACE: PHARMACOLOGY / PATIENT
2) WHAT SHOULD WE TEACH
WE SHOULD STRESS TO THE STUDENTS THAT THE SUCCESS OF THE
TREATMENT OF ANY DISEASE IS BASED IN PHARMACOLOGICAL
KNOWLEDGE.
 GOODMAN & GILMAN
THE PHARMACOLOGICAL BASIS OF THERAPEUTICS (IMPOSSIBLE TO
TEACH ALL )
 PHARMACOKINETICS
FEW GROUPS OF DRUGS:
ANTIHYPERTENSIVE DRUGS; ANTIDIABETIC DRUGS ETC.
 MOTIVATION
THE ROLE OF THE TEACHING IS TO MOTIVATE THE STUDENT TO STUDY
INTERFACE: PHARMACOLOGY / PATIENT
WE HAVE TO STRESS THAT THE STUDENTS SHOULD
LEARN BY THEMSELVES.
3) HOW ARE WE GOING TO TEACH
3.1)
FORMAL LECTURES
3.2)
USE OF LIVE ANIMALS IN TEACHING
LABORATORIES
3.3)
SEMINARS
3.4)
CLINICAL CASE
3.5)
PANELS
3.6)
COMPUTER SIMULATIONS
3) HOW ARE WE GOING TO TEACH
3.1)
FORMAL LECTURES
( TWO PER WEEK )
DISEASE AS THE REASON FOR THE LECTURE ( ALWAYS
CONNECTING PATHOLOGY AND DRUGS )
PHARMACOLOGY OF ASTHMA
LECTURE TO THE STUDENT NOT TO THE
TEACHER
3) HOW ARE WE GOING TO TEACH
USE OF LIVE
LABORATORIES
3.2)
ANIMALS
IN
TEACHING
ALMOST ABOLISHED ( WHAT I REGRET !!!!! )
REASONS:
• LAW RESTRICTIONS
• THEY ARE LONG TIME CONSUMING
• THE NEW TUTORS ARE NOT INTERESTED
• SOME STUDENTS CAN NOT STAND IT ( DOGS, CATS )
[E.T. !!!!!]
3) HOW ARE WE GOING TO TEACH
3.3)
SEMINARS
( ONE EVERY TWO WEEKS )
BASED IN A LIST OF THE MAIN QUESTIONS RAISED
BY THE SUBJECT OF THE LECTURE.
3) HOW ARE WE GOING TO TEACH
3.3)
SEMINARS
( ONE EVERY TWO WEEKS )
BASED IN A LIST OF THE MAIN QUESTIONS RAISED BY THE SUBJECT
OF THE LECTURE.
THE QUESTIONS OF THE SEMINARS SHOULD,
WHEREVER POSSIBLE, BE RELATED TO THE UTILITY
OF A PARTICULAR DRUG IN THE TREATMENT OF A
DISEASE
3) HOW ARE WE GOING TO TEACH
3.3)
SEMINARS
( ONE EVERY TWO WEEKS )
BASED IN A LIST OF THE MAIN QUESTIONS RAISED BY THE SUBJECT
OF THE LECTURE.
THE QUESTIONS OF THE SEMINARS SHOULD, WHEREVER POSSIBLE, BE
RELATED TO THE UTILITY OF A PARTICULAR DRUG IN THE TREATMENT
OF A DISEASE.
THE STUDENTS HAVE TO DISCUSS AMONG THEM,
THE QUESTIONS UNDER A SUPERVISION OF A
TUTOR.
3) HOW ARE WE GOING TO TEACH
3.3)
SEMINARS
( ONE EVERY TWO WEEKS )
BASED IN A LIST OF THE MAIN QUESTIONS RAISED BY THE SUBJECT
OF THE LECTURE.
THE QUESTIONS OF THE SEMINARS SHOULD, WHEREVER POSSIBLE, BE
RELATED TO THE UTILITY OF A PARTICULAR DRUG IN THE TREATMENT
OF A DISEASE.
THE STUDENTS HAVE TO DISCUSS AMONG THEM, THE QUESTIONS
UNDER A SUPERVISION OF A TUTOR.
AT THE END OF THE SEMINAR, THE STUDENTS
PERFORM A WRITTEN TEST BASED ON THE SUBJECT
OF THE SEMINAR. VERY IMPORTANT!
3) HOW ARE WE GOING TO TEACH
3.4)
CLINICAL CASE
( ONE PER MONTH )
CLINICAL CASE SHOULD FOCUS ON A MEDICAL
HISTORY OF A PATIENT WITH A CLEAR DIAGNOSTIC.
3) HOW ARE WE GOING TO TEACH
3.4)
CLINICAL CASE
( ONE PER MONTH )
CLINICAL CASE SHOULD FOCUS ON A MEDICAL HISTORY OF A PATIENT
WITH A CLEAR DIAGNOSTIC.
GROUPS OF STUDENTS HAVE TO JUSTIFY THE
CHOICE OF THE DRUGS TO BE USED IN THE PATIENT,
AND DISCUSS THE MECHANISM OF ACTION, ALWAYS
BALANCING THE RISK / BENEFIT OF THE DRUGS.
3) HOW ARE WE GOING TO TEACH
3.5)
PANELS
A GROUP OF STUDENT HAS TO PRESENT AN UPDATE
REVIEW OF THE PHARMACOLOGICAL KNOWLEDGE OF
A SUBJECT NOT SEEN IN THE FORMAL LECTURES.
MOREOVER, THEY HAVE TO PRESENT THIS REVIEW
UNDER THE SUPERVISION OF A TUTOR.
3) HOW ARE WE GOING TO TEACH
3.5)
PANELS
A GROUP OF STUDENT HAS TO PRESENT NA UPDATE REVIEW OF THE
PHARMACOLOGICAL KNOWLEDGE OF A SUBJECT NOT SEEN IN THE
FORMAL LECTURES. MOREOVER, THEY HAVE TO PRESENT THIS REVIEW
UNDER THE SUPERVISION OF A TUTOR.
AT THE END OF THE PANEL PRESENTATION THE
GROUP OF STUDENTS IS EVALUATED BY THE TUTOR.
4) HOW ARE WE GOING TO EVALUATE
THE LEVEL OF STUDENT LEARNING
WRITTEN ASSAY, NOT MULTIPLE CHOICE
TESTS (EVERY TWO MONTH)
+
SEMINARS MARKS
+
PANELS MARKS
5) WHEN ARE WE GOING TO TEACH
THE BEST MOMENT TO TEACH PHARMACOLOGY TO
MEDICAL STUDENTS IS WHEN THEY HAVE ALREADY
STARTED THEIR CLINICAL TRAINING.
5) WHEN ARE WE GOING TO TEACH
THE BEST MOMENT TO TEACH PHARMACOLOGY TO MEDICAL
STUDENTS IS WHEN THEY HAVE ALREADY STARTED THEIR CLINICAL
TRAINING.
THE MOTIVATION TO LEARN PHARMACOLOGY IS
SIGNIFICANTLY ENHANCED BY STUDENT CONTACT
WITH THE PATIENT
5) WHEN ARE WE GOING TO TEACH
THE BEST MOMENT TO TEACH PHARMACOLOGY TO MEDICAL
STUDENTS IS WHEN THEY HAVE ALREADY STARTED THEIR CLINICAL
TRAINING.
THE MOTIVATION TO LEARN PHARMACOLOGY IS SIGNIFICANTLY
ENHANCED BY STUDENT CONTACT WITH THE PATIENT
WHEN PHARMACOLOGY IS TOUGHT VERY EARLY IN
THE MEDICAL COURSE THE STUDENT TENDS TO
FORGET
ALL
THE
PHARMACOLOGICAL
INFORMATIONS RECEIVED.
CONCLUSIONS
WHATEVER IS THE METHOD CHOOSEN TO TEACH
PHARMACOLOGY TO MEDICAL STUDENT, A BETTER
RESULT IN TERMS OF MOTIVATION AND LEARNING IS
ACHIEVED WHEN WE USE THE INTERFACE BETWEEN
PHARMACOLOGY AND CLINICAL MEDICINE. THE
ASSOCIATION BETWEEN DISEASE AND DRUGS SHOULD
NEVER BE LOST.