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Challenges and Opportunities in Teaching Pharmacology in Medical School
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Challenges and Opportunities in Teaching Pharmacology in Medical School

A special issue of International Medical Education (ISSN 2813-141X).

Deadline for manuscript submissions: 31 December 2024 | Viewed by 3731

Special Issue Editor

Dr. Murtaza Tambuwala

E-Mail Website
Guest Editor
Associate Professor of Pharmacology and Therapeutics, Lincoln Medical School, Universities of Nottingham and Lincoln, Brayford Pool, Lincoln, UK
Interests: nanoparticles; anti-inflamamtory; anti-cancer; anti-microbials; drug delviery; biomedical engineering; 3D printing, pharmacology/medical education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Teaching pharmacology in medical school poses several challenges and opportunities. Pharmacology is an essential subject for medical students as it provides the foundation for understanding the use and mechanism of action of drugs in clinical practice. Overall, teaching pharmacology in medical school poses both challenges and opportunities. Educators need to find ways to make the subject matter more accessible to students while keeping up with the latest advancements in the field. At the same time, students need to be motivated to learn and apply their knowledge in clinical practice.

Pharmacology is a complex subject that involves the study of the actions, uses, and side effects of drugs. Medical students need to understand the molecular mechanisms of drug action, pharmacokinetics, and pharmacodynamics, which can be difficult to grasp. There are many drugs and classes of drugs that medical students need to learn, which can be overwhelming. Students need to learn the name, mechanism of action, uses, and side effects of each drug. The field of pharmacology is constantly evolving, with new drugs and treatments being developed regularly. Keeping up with these changes can be challenging for educators. Medical schools have limited time to teach pharmacology, and educators need to balance the need to cover the material thoroughly with the time available.

The history of pharmacology teaching in medical schools dates back to the late 19th century. Today, pharmacology remains a core subject in medical school curricula worldwide, with courses designed to provide students with a strong foundation in the principles of drug action, clinical applications, and research methods. Overall, the history of pharmacology teaching in medical schools has been marked by increasing recognition of the importance of the field in medical practice and the ongoing evolution of teaching methods and curricula to keep pace with advances in the field.

There have been several recent developments in pharmacology teaching that are considered cutting edge, for example:

Personalized learning: One of the recent developments in pharmacology teaching is the use of personalized learning, where students can learn at their own pace and style. This approach uses adaptive learning software to tailor the learning experience to individual students based on their progress and understanding of the material.

Simulation technology: Simulation technology is being increasingly used in pharmacology teaching to provide students with hands-on experience in drug administration and monitoring. Simulations can also help students understand the mechanism of action of drugs in a virtual environment.

Integration of technology: The integration of technology in pharmacology teaching has revolutionized how students learn. Video lectures, online quizzes, and interactive e-books are just a few examples of how technology is being used to enhance the learning experience.

Team-based learning: Team-based learning is a collaborative approach to learning that is being used in pharmacology teaching. This approach encourages students to work in small groups and take responsibility for their learning. Students work together to solve problems, discuss concepts, and apply their knowledge to real-world scenarios.

Case-based learning: Case-based learning is another approach that is gaining popularity in pharmacology teaching. This approach uses case studies to teach students about drug therapy and how it can be applied in real-world situations. Students are presented with a case and are required to analyze the information, identify the problem, and develop a plan for drug therapy.

In conclusion, pharmacology teaching is continually evolving, and these recent developments in personalized learning, simulation technology, integration of technology, team-based learning, and case-based learning are considered cutting edge in the field. These developments are helping to enhance the learning experience and prepare students for the challenges of modern pharmacology practice. This Special Issue will focus on manuscripts related but not limited to:

  1. Application of knowledge in clinical practice.
  2. Interdisciplinary nature of pharmacology.
  3. Collaborative learning.
  4. Advancements in technology.

Dr. Murtaza Tambuwala
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Medical Education is an international peer-reviewed open access quarterly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1000 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • pharmacology education
  • student engagement
  • technology in teaching
  • clinical
  • case studies

Published Papers (3 papers)

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Research

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10 pages, 251 KiB  
Article
Prescribing Competence of Canadian Medical Graduates: National Survey of Medical School Leaders
by Anne M. Holbrook, Simran Lohit, Oswin Chang, Jiawen Deng, Dan Perri, Gousia Dhhar, Mitchell Levine, Jill Rudkowski, Heather McLeod, Kaitlynn Rigg, Victoria Telford and Anthony J. Levinson
Int. Med. Educ. 2024, 3(2), 116-125; https://doi.org/10.3390/ime3020010 - 01 Apr 2024
Viewed by 399
Abstract
Suboptimal knowledge of clinical pharmacology, therapeutics, and toxicology (CPT) and poor-quality prescribing are threats to patient safety. Our previous national survey of medical faculty identified limited confidence in medical student graduates’ ability to safely prescribe, as well as an interest in a national [...] Read more.
Suboptimal knowledge of clinical pharmacology, therapeutics, and toxicology (CPT) and poor-quality prescribing are threats to patient safety. Our previous national survey of medical faculty identified limited confidence in medical student graduates’ ability to safely prescribe, as well as an interest in a national prescribing competence assessment. Given the in-person challenges posed by the restrictions related to the COVID-19 pandemic, we aimed to re-evaluate opinions and gauge the interest in e-learning resources and assessments. Using public sources, a sampling frame of medical school leaders from all 17 Canadian medical schools, including deans, vice-deans, and program directors for clerkship, residency, and e-learning, were invited to participate in a cross-sectional survey. Survey questions were finalized after several rounds of testing, and analyses were descriptive. Of 1448 invitations, 411 (28.4%) individuals reviewed the survey, and, among them, 278 (67.6%) completed at least one survey question, with representation from all schools. While more than 90% of respondents agreed that medical students should meet a minimum standard of prescribing competence, only 17 (7.9%) could vouch for their school meeting objectives in CPT, and many had significant concerns about their own or other schools’ recent graduate prescribing abilities. Given the lack of local CPT e-curricula resources, there was strong interest in a national online course and assessment in CPT. Our national survey results suggest an ongoing inadequacy of medical trainees’ prescribing competence, and also provide a strong endorsement for both a national online CPT course and assessment during medical school. Full article
(This article belongs to the Special Issue Challenges and Opportunities in Teaching Pharmacology in Medical School)
13 pages, 292 KiB  
Article
Student Perception of Knowledge and Skills in Pharmacology and Pharmacotherapy in a Bachelor’s Medical Curriculum
by Rahul Pandit, Merel C. S. Poleij and Mirjam A. F. M. Gerrits
Int. Med. Educ. 2023, 2(3), 206-218; https://doi.org/10.3390/ime2030020 - 05 Sep 2023
Viewed by 1254
Abstract
Background: Pharmacology and pharmacotherapy (P&PT) is a foundational subject within the medical curriculum, preparing students for safe prescribing. The characteristics of students entering medical school change with time, and novel insights on teaching and learning also become available. A periodic review of the [...] Read more.
Background: Pharmacology and pharmacotherapy (P&PT) is a foundational subject within the medical curriculum, preparing students for safe prescribing. The characteristics of students entering medical school change with time, and novel insights on teaching and learning also become available. A periodic review of the curriculum is required to investigate whether the current P&PT teaching optimally supports learning. Methods: To investigate this, the students’ perceptions of their knowledge and competence in various P&PT topics were studied. A total of 152 third-year bachelor’s students were invited to answer a 40-point online questionnaire. Results: The response rate for completing the questionnaire was 32% (N = 49). Students valued P&PT teaching, did not skip P&PT topics and desired more P&PT classes. Interestingly, students were hesitant to use recommended literature and textbooks to prepare themselves for classes. Concerning perceptions of knowledge and competence, students rated lower confidence in prescription writing skills and knowledge of drugs acting on the central nervous system. Conclusions: Although there are many positive elements within the current curriculum, the incorporation of teaching methodologies to ensure active student engagement is warranted. These modifications are essential to properly training the current generation of medical students for their role as future prescribers. A relatively low response rate and overestimation of one’s competencies remain potential biases in the study. Full article
(This article belongs to the Special Issue Challenges and Opportunities in Teaching Pharmacology in Medical School)

Review

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13 pages, 317 KiB  
Review
Integrating Language Instruction into Pharmacy Education: Spanish and Arabic Languages as Examples
by Marta Noa Valcarcel-Ares, Sara Hamdi Abdulrhim, Karli Anders, Raja Mahamade Ali, Banan Abdulrzaq Mukhalalati and Fatima Mraiche
Int. Med. Educ. 2023, 2(3), 175-187; https://doi.org/10.3390/ime2030017 - 21 Aug 2023
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Abstract
Effective communication is key for healthcare providers to provide optimal care for patients. Pharmacists’ fluency in a patient’s native language is important for effective communication. Additionally, language concordance improves patients’ trust and ensures health equity. In the United States (US), Hispanics are the [...] Read more.
Effective communication is key for healthcare providers to provide optimal care for patients. Pharmacists’ fluency in a patient’s native language is important for effective communication. Additionally, language concordance improves patients’ trust and ensures health equity. In the United States (US), Hispanics are the largest minority group, but only 36% of the pharmacy schools in the US offer Spanish courses in their curriculum. Conversely, Middle Eastern countries have implemented English as the language of instruction in pharmacy schools, though the native language of the patient population is Arabic. The discrepancy between the language of education and the language used by patients might lead to communication problems, thus limiting a pharmacist’s role in practice. This review aims to describe the efforts of pharmacy schools both in the US and Middle Eastern countries to incorporate a second language (Spanish and Arabic, respectively) in their curriculum. Spanish language content has scarcely been introduced into the pharmacy curriculum in the US, either as didactic elements (elective courses, lab sessions, modules within a course, or co-curricular programs) or as language immersion experiences (rotations and internships, nationally or abroad). In Arabic-speaking countries, an Arabic course was introduced to the pharmacy curriculum to enhance students’ communication skills. This review provides an overview of the steps taken in various pharmacy programs to prepare students for adequate multilingual speaking. The findings reveal the need for additional strategies to assess the impact of language courses on student performance and patient experience, as well as language competence in pharmacists and pharmacy students. Full article
(This article belongs to the Special Issue Challenges and Opportunities in Teaching Pharmacology in Medical School)
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