寓辩证思维于药理学教学之中

在药理学教学中融入辩证思维，指导学生运用辩证思维方法来理解药理学的基本知识，既加深了理解记忆，又培养了学生正确的思维方法，提高其分析问题、解决问题的能力。     

P09 Construction of Pharmacology Course

Construction of courses is key important for both promoting the quality of teaching and development of a subj ect. The Pharmacology courses, which functions as a bridge between basic and clinic medicine through cross application of knowledge from other basic subjects, is required for medical students. On the purpose to seek for ideal teaching mode for pharmacology, we made following efforts during years of practice： 1. Establishing an optimized project for cultivation. We offered the course according to level of school record, specialty and characteristic of our own field of research for the students ;     

P33 Reform of Pharmacology Teaching

1. Basic Conditions and Current Reform I have been teaching pharmacology to the third year students in Kunming Medical College for more than twelve years. Somehow the educational environment moved away from old fashioned and too detailed procedures which produced doctors with poor interpersonal skills （box） to big challenges which require urgent needs for reform of pharmacology teaching in order to cultivate qualified tomorrow＇s doctors. It seems to us that almost every student think that the study of pharmacology is quite annoying. Some of my colleagues believe that they are entering a profession where they sometimes could not help students make a difference in pharmacology learning. As a matter of fact, pharmacology is described as a big barrier for students during their medical training period. Key problems to be solved in changing educational idea and renewing educational concept are： to transform one-sided concept on pharmacology education and establish the idea of attaching importance to comprehensive quality education among students, to transform the concept on conventional out-of-date education and establish the idea of training creative spirit and ability of students, to transform the concept on unified education and establish the idea of teaching students according to their abilities and encouraging students to develop their individualities, and to transform the concept on traditional once-for-all education and establish the idea of actively developing continual education and setting up and perfecting the system of life-long study. Key reforms, endorsed by the Kunming Medical College （KMC）, include the deliberate reduction of factual knowledge and the replacement of didactic teaching with problem based learning （PBL） directed by the students themselves. It is true that practicing doctors do not use large tracts of the knowledge they acquired as students. This redundancy is particularly striking in the basic medical sciences such as pharmacology. The desire to abolish so called information overload prompted us to recommend that ＂factual information must be kept to the essential minimum that students need at this stage of medical education. ＂ The assault on information overload has also eroded clinical experience. Increasingly, our teaching focuses on drugs of common ＂core＂ diseases; more time is spent in elaborating the relationship between pharmacology and other basic courses such as physiology in order to make students form a better way of thinking. The void created by cutting factual teaching has been filled partly by the expansion of other activities, such as experimental skills and material chosen by the students themselves. We curtail didactic teaching-for example, lectures and tutorials-as outdated spoon feeding that stifles creative thinking and keeps the student inferior to the teacher. Simultaneously, we encourage useful discussion among highly motivated students. Also as teachers, we need to find ways to help our students recognize the passion we have for pharmacology. We need to rekindle that passion ourselves. This can come from getting involved in areas that interest us. We find that cinemeducation can bring some fun into our teaching environment. Some electronic information systems such as multimedia equipment are used in this teaching area. What is more, since medical colleges have always had to practice medicine in a high level to demonstrate to students what medical practice is and should allow them to learn by doing, the medical laboratory have been more than just parts of the university, they have also been places where students are instructed in basic science and practical things, and where research is done and new knowledge generated by observing and doing.     

P21 Bilingual Teaching Reform of Pharmacology

A bilingual-in bothChinese and English, teaching model of pharmacology, has been established and applied in many medical colleges. It is my great pleasure to share with everyone my personal experiences obtained from bilingual teaching on our campus since 2000.     

Pharmacology teaching and its reform in China

The general situation of pharmacology teaching in China was introduced and the educational reform in China in recent decade is summarized. The aim of the article is to provide those who are interested in teaching of pharmacology to be acquainted with the teaching of pharmacology, including the teaching of both principles and practice, in China.     

我国“药理学与毒理学”学科发展现状

该文通过分析ESI、InCites数据库中"药理学与毒理学"学科数据,详细解读了中国"药理学与毒理学"学科的发展现状。分析"药理学与毒理学"学科发文量、被引频次、发文期刊、高被引论文等数据信息,概况总结中国"药理学与毒理学"学科在全球所处的水平,并重点分析全球排名前100名的中国高校该学科的相关数据。     

P29 Establishment of Laboratory Teaching System of Pharmacology

We discuss the role, the content and arrangement as well as effective instructional methods of laboratory teaching of Pharmacology. Because of its importance and characteristic in functional experiment course, it is designed to have three teaching phases including general introduction, experiment and case discussion, which need about 64 class hours in all. In addition to the use of apparatuses and basic animal laboratory techniques, we introduce cellular and molecular laboratory techniques to the general introduction. The experiment part is composed of basic experiments, integrative experiments and investigative experiments, the time ratio of which is about 5：10.2. Methods adopted at our department are learning through active participation by the students through problem-based leaning, computer-assisted learning, Web-based learning, virtual laboratories, seminars, audiovisual aids and compositive quiz. Our objective is to cultivate students with modern laboratory pharmacological knowledge, the spirit of ＂Respect Life＂ and the understanding of humanity. So that when students graduate, they could serve other people and society better.     

P23 Application of Problem-based Learning to Pharmacology Teaching

Problem-based Learning （PBL） is a new teaching method favored by teachers home and abroad in recent years. Dislike the traditional teacher-centered teaching method, students are required to master the basics of pharmacology by searching for related documents, being engaged in group discussions and solving some clinical problems with what they learned from books. In this way, students＇ initiative for study can be aroused and most importantly, they will study with more willingness and pleasure, we have invested thirty periods in applying PBL method, the result of which can be summarized as follows.     

P18 Theoretical and practical issues of methodology in teaching Pharmacology

Introduction Although methodology of teaching has been developed extensively the last years, teachers of science and biological sciences usually use a methodology of teaching, which is about 70 years old. The aim of this work is to present modern methods of teaching, especially theories of constructivism, with special emphasis on teaching Pharmacology. Constructivism and theories of learning The genetic psychology of Piaget, the social constructivism of Durkheim and the radical constructivism of von Glaserfeld are presented briefly, with special emphasis on their impact on modern methods of teaching in Pharmacology, like problem based teaching. Models of the construction of knowledge are also presented.     

P26 Study Pharmacology to be a Good Physician

Medical treatment level is related with rise and fall of nation. Medical education is one of the most important education. Pharmacology, as the main subject of medical science, is the bridge of medical and pharmaceutical sciences, as well as the bridge of preclinical and clinical medicine. With the elucidation of pathogenesis of some serious disease, new drug exploitation, research of mechanism of action and reasonable application become more and more important. As a pharmacological teacher, whether we can impart these essence to our students and whether these medical students will use very well in the future what they have learned, are l~oth challenge to battle we are facing with. Through years of teaching work, I have some comprehends about pharmacology teaching. In my opinion, we should try our best to make students grasp basic knowledge firstly because it is the basic requirements to be a qualified physician.     

P30 The Pharmacology Teaching for Medical Students in Chinese College

Pharmacology is one major curriculum of medical students in China. It is an important bridge discipline which connects basic medical sciences and clinical sciences. Pharmacology teaching in Chinese medical colleges have developed rapidly recently. The popularization of modem teaching tools and the practice of bilingual teaching make pharmacology teaching developing by leaps and bounds. The aim of the article is to provide those who are interested in teaching of pharmacology to be acquainted with the teaching of pharmacology, including the teaching of both principles and practice, in China.     

P27 The Establishment of a New Experiment in Clinical Pharmacology Teaching

Clinical pharmacology is a newly emerging subject which is based on basic pharmacology and clinical medicine. It＇ s very important for training valid and good doctors and pharmaceutists. Rencently many universities in China have required clinical pharmacology as a special necessary course for medical and pharmacy students. But the experimental teaching in clinical pharmacology is not so wide till now in China. We have established a new clinical experiment as ＂Determination of the pharmacokinetic parameters of Ciprofloxacin in healthy young volunteers＂. The experiment was carried out with 10 healthy young volunteers after single oral administration of lOOmg Ciprofloxacin. Urine samples were collected then centrifuged at different time after administration. UV-spectrophotometry method was used to determine the concentration of Ciprofloxacin in urine. The pharmacokinetic parameters following oral administration of tested Ciprofloxacin in healthy young volunteers can be obtained by the formula that the elimination of Ciprofloxacin is conformed to one-compartment model. This method is rapid, accurate, sensitive and the most important, very convenient, it＇ s very suitable for experimental teaching in clinical pharmacology. This new clinical experiment can be widely spread through all the medical and pharmaceutical universities.     

关于我国临床药学的思考

目的：介绍我国临床药学现状，探讨其发展道路和方法。方法：回顾我国临床药学的发展历程，总结临床药学的服务模式、药师的职业价值、人才培养和药学教育方式等。结果：我国的临床药学有了较大的发展，药师的价值得到了越来越多的认可，但人才培养模式尚需改进，药师的专业本领有待加强。结论：中国的临床药学有发展前景，应及时总结，借鉴国外的发展模式，探索出适合中国的临床药学发展模式。     

对我国GMP发展的几点思考

药品生产企业必须对所生产的药品质量负责，以保证药品安全和有效。《药品生产质量管理规范》（Good Manufacturing Practice For Drug，以下简称GMP）是规范药品生产和质量管理的重要技术法规和基准。60年代初，美国FDA首先发布了GMP。WHO（世界卫生组织）于1975年正式颁布实施GMP。随着GMP在全球的逐步实施以及其作用和影响的不断扩大，这一药品生产和质量控制规范性管理方式被引入我国，并在药品生产和药品监督管理中发挥了重要的作用。本文就我国GMP的发展、现状及存在的问题作浅显分析，并对其发展谈一些不成熟的看法。     

P04 The Exploration Of The Teaching Methods On Clinical Pharmacology

In accordance with the characteristic of Clinical Pharmacology, in the process of prelection, much of contents beyond the textbook was introduced for expanding the information; put forward problem to students, and inducing them to consult more information, to reflect more issues, to discuss it and get the resolution correctly. Therefore, the study attitude of the students goes through conversion from passive to initiative. The study methods of the students are improved, and they can find some more problems in discussion, the capability of collecting and disposing information is strengthened by analyzing and resolving the problems. By this way. the students get a technique for self-directed learning.     

10th annual meeting of the Safety Pharmacology Society: an overview

The 10th annual meeting of the Safety Pharmacology (SP) Society covered numerous topics of educational and practical research interest. Biopolymers - the theme of the keynote address - were presented as essential components of medical devices, diagnostic tools, biosensors, human tissue engineering and pharmaceutical formulations for optimized drug delivery. Toxicology and SP investigators - the topic of the Distinguished Service Award Lecture - were encouraged to collaborate in the development of SP technologies and protocols applicable to toxicology studies. Pharmaceutical companies, originally organizations bearing all risks for developing their portfolios, are increasingly moving towards fully integrated networks which outsource core activities (including SP studies) to large contract research organizations. Future nonclinical data are now expected to be of such high quality and predictability power that they may obviate the need for certain expensive and time-consuming clinical investigations. In this context, SP is called upon to extend its risk assessment purview to areas which currently are not systematically covered, such as drug-induced QRS interval prolongation, negative emotions and feelings (e.g., depression), and minor chronic cardiovascular and metabolic changes (e.g., as produced by drugs for type 2 diabetes) which can be responsible for delayed morbidity and mortality. The recently approved ICH S9 guidance relaxes the traditional regulatory SP package in order to accelerate the clinical access to anticancer drugs for patients with advanced malignancies. The novel FDA 'Animal Rule' guidance proposes that for clinical candidates with well-understood toxicities, marketing approval may be granted exclusively on efficacy data generated in animal studies as human clinical investigations for these types of drugs are either unfeasible or unethical. In conclusion, the core messages of this meeting are that SP should consistently operate according to the 'fit-for-purpose' principle and gradually integrate new mechanism-oriented safety paradigms into the traditional ones for ensuring more effectively the safety of drugs for any population of patients in need.