Open AccessThe importance of collaboratively designing pharmacology education programs
Author(s) -
Quesnelle Kelly M.,
Zaveri Naunihal T.,
Schneid Stephen D.,
Blumer Joe B.,
Szarek John L.,
Kruidering Marieke,
Lee Michael W.
Publication year - 2021
Publication title -
pharmacology research and perspectives
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.975
H-Index - 27
ISSN - 2052-1707
DOI - 10.1002/prp2.773
Subject(s) - dialog box , medical education , pharmacology , health care , quality (philosophy) , medicine , engineering ethics , psychology , computer science , political science , engineering , world wide web , philosophy , epistemology , law
Abstract A grounded knowledge of pharmacology is essential for healthcare providers to improve the quality of patients’ lives, avoid medical errors, and circumvent potentially dangerous drug–drug interactions. One of the greatest tools to achieve this foundational knowledge of pharmacology is the dedicated pharmacology educators who teach in health sciences programs. Too often, the pharmacology educators responsible for teaching this material are left siloed at their own institutions with little room for dialog and collaboration. As scientists, we know that it is through dialog and collaboration that ideas grow, are refined, and improve. More collaborative work is needed to identify and describe best practices for pharmacology education in health sciences programs. While evidence‐based, outcomes‐focused studies are the optimum standard for this work, there is also a place for descriptive studies and innovative reports.