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College of Pharmaceutical Sciences

College of Pharmaceutical Sciences. Andries Koster, Irma Meijerman Dept. Pharmaceutical Sciences, Utrecht. College of Pharmaceutical Science: Why?. September 2001: New B.Pharm. and M.Pharm. programmes (3+3 years) Research master (2 years): Drug Innovation

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College of Pharmaceutical Sciences

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  1. College of Pharmaceutical Sciences Andries Koster, Irma Meijerman Dept. Pharmaceutical Sciences, Utrecht

  2. College of Pharmaceutical Science: Why? • September 2001: • New B.Pharm. and M.Pharm. programmes (3+3 years) • Research master (2 years): Drug Innovation • Unable to attract reasonable number research-interested students through the B.Pharm. Programme • November 2008: • Discuss the possibility to design an additional undergraduate programme (dean, faculty of science and research insitute UIPS) • Strategic development: discuss with rector magnificus • May 2009: • Curriculum committee established • September 2010: CPS started

  3. College of Pharmaceutical Science. How? • A bachelor program in PharmaceuticalResearch: Discovery anddevelopment • Emphasis on the central nervous system and immune system • Honours programme • International, English • Selective admission

  4. Research More than theoretical knowledge Critical attitude Creativity Formulate a research question, design a research protocol, discuss results View research in a broader context Present results Work in an interdisciplinary team

  5. Educational format • Inquiry based learning • Selected students are expected to be highly motivated, gifted and talented • Students will be trained for the discovery and development of drugs in a research environment • Students are expected to cope with the speed at which new knowledge becomes available • Develop high-end learning, fostering students’ interest, motivation, and higher-order thinking skills • Attention for self-regulated learning and creativity • Talented students ask for more speed, less repetition and more challenges • Teachers must support students in developing their own personal understanding of scientific concepts

  6. Year-1: reversed drug pipeline

  7. Aalborg model • 10 week courses: 15 ec, 400 sbu • 200 student hours project work, 200 student hours flanking education (lectures, skills labs, laboratory work, …..) • Week 5-6: individual assessment of theoretical knowledge • Week 10: final assessment of the project work, and supplementary individual testing

  8. Student projects year 1 • Drug use • Disease file of a drug used to treat a neurological or immunological disease (free choice) • Design and analysis of an experimental protocol (survey, physiological measurements), including > 50 volunteers • Drug delivery • Drug file of a drug used to treat a chronic inflammatory or neurological disease (choice from long-list)

  9. Student projects year 1 • Drug target • Receptor file of a drug target (subject assigned) • WIKI-page, describing potential treatment(s) of an orphan disease (free choice) • Drug molecule • Design and chemical synthesis of derivatives of the MAO-inhibitor moclobemide

  10. From Drug to Molecule Year 1 Introduction internships: A ‘day’ at the lab in the different research-groups Year 2 Neuro-immuno pharmacology Analytical methods/ molecular and cellular techniques, research skills in general Year 3 Research project Drug Discovery Drug Development = obligatory = profile (eg. Medicinal chemistry, pharmacology, immunology, neuroscience, drug targeting) = profile - Major

  11. Selection of students • Application • Diploma information • Motivation letter • Letter(s) of reference • Selection procedure • Writing of an essay (timed) • Interview • Selection decision • Science motivation • Creativity • Language capabilities • 2011: 22 students selected (6 with foreign diploma) • Netherlands, France, Italy, Russia, Scotland, USA, Nigeria

  12. Selection of teachers • Teams for courses • Principal investigator UIPS (70% research time) • Experienced instructor (SKO, CEUT) • Student advisor (master Drug Innovation) • Curriculum coordinator • Cooperative design of course • Design student projects • Choose literature • Design flanking activities: lectures, lab sessions, practicals

  13. Training and coaching of teachers • The talented student (Karin Scager, IVLOS) • Characteristics of talented students and didactic strategies • The next generation (Renee Filius, IVLOS) • Role and possibility of new technologies • Group dynamics (Allard Gerritsen, VU) • Working in groups, Belbin roles • Engaging students through inquiry (Mick Healey, higher education consultant, Univ. Gloucestershire) • Principles and effects of inquiry-based learning, implementation • English (Michael Gould) • Writing in English; common mistakes and pitfalls • Integrated in other training workshops • Multicultural education (Mick Healey)

  14. Tell me and I willforget Show me and I willremember Involve me and I willunderstand Step back and I will act Kung Fuzi (Confucius), 551-479 B.C.

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