Pharmacology learning strategies for an integrated medical school curriculum

Beginning in Fall 2001, 3 new learning strategies were introduced to address a deficiency in clinical pharmacology education at Leiden University (Franson K.: Clin Phar Ther 2002, 71(2)P81 & Clin Phar Ther 2003, 73(2)P95). The learning strategies were created to be: 1) added to established courses, 2) relevant to non‐pharmacology course material, 3) consistent in presenting pharmacology, 4) outcome‐based, 5) used for self‐study, and 6) able to provide feedback directly to students and indirectly to course coordinators. The strategies are offered as a “service” to coordinators and include computer active‐learning programs, database programs + feedback questions, and Individualized Therapy Evaluation and Plan (ITEP) assignments. Program efficiency is assessed by: The % of courses with pharmacology outcomes (See Table) Number of students utilizing the strategies (See Table) This “service” allows us to keep an overview of the completeness (and deficiency/redundancy) of pharmacological materials, and leads to optimal integration in the medical curriculum. At the same time, the teachers' individual teaching methods are fully maintained, while the pharmacological elements are constantly kept current. The data indicate that both teachers and students increasingly rely on our strategies. Clinical Pharmacology & Therapeutics (2004) 75 , P91–P91; doi: 10.1016/j.clpt.2003.11.350Outcome 2001–2002 2002–2003 2003–2004 *1 41,9 61,0 76,22 43,5 63,3 79,13 12,9 51,4 904 6,4 45,0 83,65 0,0 51,4 83,6* projected2001–2002 2002–2003 2003–2004Animated program 230 274 *Database program 290 445 *ITEP writing 378 ** to be presented