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Teaching pharmacology in a clinical presentation curricular model
Author(s) -
McMahon Kathryn K.,
Quest Dale
Publication year - 2009
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.23.1_supplement.463.9
Subject(s) - presentation (obstetrics) , formulary , formative assessment , context (archaeology) , medical education , summative assessment , clinical pharmacology , variety (cybernetics) , small group learning , medicine , class (philosophy) , curriculum , psychology , computer science , mathematics education , pharmacology , pedagogy , paleontology , artificial intelligence , biology , radiology
The objectives is to evaluate the ability to introduce basic medical pharmacology to medical students in their first two years of medical education by integrating that content in the curricular strategy of a Clinical Presentation model. This curricular strategy introduces all basic science content from the beginning of the medical education experience in the context of a series of clinical presentations or chief complaints (e.g. Sore Throat or Dyspnea). Pharmacology is being introduced by variety of teaching methods including use of a prototype formulary, unveiling those drugs using a Drug of the Day e‐mail notification system to highlight a new drug in the context of the Clinical Presentation being covered, evaluating pharmacokinetics and pharmacodynamics using full body adult and pediatric simulators and traditional classroom teaching methods (team based learning, small group discussions, interactive didactic). The evaluation of this method of introducing pharmacology will be done by collecting informal feedback from students (e.g. e‐mail correspondence), audience response system question/answer data from within interactive didactic sessions, formative and summative exam results on pharmacology‐related items, and qualitative data (e.g. focus group feedback) and to the extent possible students scoring on pharmacologically related questions on the National Board of Medical Examiners Comprehensive Basic Science Exam and US Medical Licensing Examination Step 1 . This project will begin as the first class of the Paul L. Foster School of Medicine begins in July 2009 and the project will continue for a minimum of 3 years (as the first two classes progress through the clinical presentation curriculum of their first two years of medical education).