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遗传药理学的学科发展与未来 总被引:2,自引:2,他引:0
个体化用药疗效差异现象的发现促成了遗传药理学的诞生,并使药学研究的学科范式发生了根本性的改变。而基因组学研究的学术背景,使遗传药理学的核心概念得到系统证实。基因芯片技术等新知识载体和新技术的发展将使个体化用药的理论成为现实。 相似文献
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Barakzai Q 《Acta pharmacologica Sinica》2004,25(9):1220-1232
Innovative teaching methodologies in different parts of the world are being practiced since last 3 decades. The aim of this review is to report the transition from traditional to innovative self learning process in Ziauddin Medical University, a new medical institute of Pakistan. Various problems encountered have been duly looked after by inducting faculty training programs and regular review sessions in which monitoring of the transition process was 相似文献
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Background:
The students are in the best position to comment on the effectiveness of any teaching system and they may be regarded as the best judges to assess the teaching and evaluation methods.Objective:
This study was designed to obtain student feedback on teaching and assessment methods in the subject of pharmacology and use it for improvement.Materials and Methods:
Based on student feedback from batch 2006, innovative strategies were implemented. To know the effect of these strategies feedback was obtained from subsequent batch 2007 using a written validated questionnaire covering various aspects of teaching and assessment methods.Results:
Students were satisfied with all teaching methods except lecture, seminars and pharmacy exercises. Majority of the students showed preference for tutorials, short answer questions and revision classes. All students felt that there should be more time for clinical pharmacology and bedside teaching. The performance score of the students (batch 2007) indicated improvement in their scores (12%) when earlier feedback suggestions were implemented. The pass percentage of the subsequent batch in university examinations improved from 90 to 100%.Conclusion:
The implementation of suggestions obtained from students resulted in improvement in their performance. Hence, it is very essential to synchronize teaching and evaluation methods with special requirements of medical students. 相似文献8.
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Gillian M. Shenfield 《British journal of clinical pharmacology》1998,45(4):399-401
Aims To make Clinical Pharmacology teaching relevant and introduce students to therapeutic problems relevant to general practice.
Methods Six topics in the 'core curriculum' for Clinical Pharmacology were taught jointly by a Clinical Pharmacologist and General Practitioners (GPs). Formal teaching was reduced by issuing handouts containing copies of the overheads used. At least half the time was spent on interactive discussion of case histories.
Results Students rated the sessions more highly than other Clinical Pharmacology teaching and were not disadvantaged in examinations. All participants enjoyed and learnt from the experience and the GPs gained confidence in their ability to teach.
Conclusions This simple method is ideal for teaching Clinical Pharmacology and Therapeutics. 相似文献
Methods Six topics in the 'core curriculum' for Clinical Pharmacology were taught jointly by a Clinical Pharmacologist and General Practitioners (GPs). Formal teaching was reduced by issuing handouts containing copies of the overheads used. At least half the time was spent on interactive discussion of case histories.
Results Students rated the sessions more highly than other Clinical Pharmacology teaching and were not disadvantaged in examinations. All participants enjoyed and learnt from the experience and the GPs gained confidence in their ability to teach.
Conclusions This simple method is ideal for teaching Clinical Pharmacology and Therapeutics. 相似文献
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P B Williams 《Journal of clinical pharmacology》1990,30(12):1065-1073
In congruence with the educational goals of the institution, the pharmacology department has developed courses for senior students. By using the students' recently acquired clinical knowledge, these courses amplify material from the core course in pharmacology. Engaging students in this type of course requires significant commitment from the faculty involved and also from the dean and department chairman. This course has outlasted many curricular changes and has remained in the mainstream of medical education. Goals of this course remain consistent with current proposals to develop new directions in medical education. 相似文献
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Hua Ding Zi-ying Wang Hui-qing Liu Xin-bing Wei 《中国药理通讯》2006,23(2):16-17
Clinical pharmacology plays an important role for medical students as well as clinical doctors to grasp the medication principle of efficacy, economy, and specification so as to realize drug therapy to be safe and rational. In order to improve the teaching quality, we have organized clinical pharmacology teaching in great consideration. First, teaching of clinical pharmacology is performed by the co-endeavour of both the basic pharmacology teachers and clinical doctors. The chapters of basic principles, clinical pharmacology of the aged, perinatal pharmacology, adverse drug reactions and drug induced diseases are performed by basic pharmacology teachers, while the drug therapies of various diseases are performed by clinical doctors. Such arrangement can educe both the teachers and the doctors' specialities greatly. And secondly, we have exploited suitable clinical pharmacology experiments, such as investigation of adverse drug reactions, practice of filling adverse drug reactions report forms, determination of the pharmacokinetic parameters of drugs in volunteers, observation of methods for new drugs' pharmacokinetic research and therapeutic drug monitoring and so on. In the end, we have improved the classic method for examination. We choose such questions with fairly depth and width and correlate with clinic for the exam as to develop the students' ability of analyzing and solving problems. 相似文献
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A recent survey conducted under the auspices of the WHO shows that on average in European medical schools only 28 hours of teaching are devoted to clinical pharmacology, whereas over 100 hours are devoted to pharmacology. In many schools no clinical pharmacology is taught, and there is a lack of trained individuals and posts in clinical pharmacology. In North America there is a similar lack of clinical pharmacology teaching. 相似文献
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This article analyzes the development of the small group case conference format, historically, elsewhere, and at the authors' institution, as a way of introducing second-year medical students enrolled in a basic pharmacology course to the practicalities, nuances, and challenges of contemporary drug therapy. A number of goals and purposes for these conferences have been identified and incorporated into the development and execution of a plan carried out over the past 14 years. Two examples of the conferences were presented, including an analysis of their teaching features. A listing of the general topics of 40 individual conferences used by the authors was provided. The authors reviewed evidence based on several methods of evaluation that the conferences are enthusiastically accepted by second-year medical students as an adjunctive approach to teaching both basic and applied clinical pharmacology. In addition, the authors find that the conferences subserve a number of other teaching functions such as problem-solving, information retrieval and presentation, and peer co-instruction. The conferences provide a mechanism for faculty-student interaction and an additional way to evaluate student knowledge and performance beyond the more conventional examination approaches. 相似文献
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目的 探讨以问题为基础学习(PBL)互动式教学法在临床药理学课堂教学中的实施及效果.方法 对2008级及2009级共87名学生的互动班,采用PBL互动式教学法进行课堂授课;而2006级及2007级共91名学生的传统班,采用传统式教学法,从学生课堂表现、考试成绩及学生对教学评价3个方面,评价两种教学法的教学效果.结果 互动班较传统班学生课堂表现和考试成绩明显改善,学生对教学评价明显提高.结论 PBL互动式教学法的实施,可改善教学效果,激发学习兴趣,提高学生思考、创新能力. 相似文献
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