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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:.

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TEACHING PHARMACOLOGY IN BRASIL

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  1. TEACHING PHARMACOLOGY IN BRASIL Roberto Soares de Moura Department of Pharmacology State University of Rio de Janeiro - Brasil

  2. 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

  3. 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.

  4. 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.

  5. 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.

  6. 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 )

  7. 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.

  8. 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

  9. 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.

  10. 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

  11. 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

  12. 3) HOW ARE WE GOING TO TEACH 3.2) USE OF LIVE ANIMALS IN TEACHING LABORATORIES 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. !!!!!]

  13. 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.

  14. 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

  15. 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.

  16. 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!

  17. 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.

  18. 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.

  19. 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.

  20. 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.

  21. 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

  22. 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.

  23. 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

  24. 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.

  25. 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.

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