P07 The PBL teaching： self-motivation study for improved learning in basic pharmacology

In order to clarify which teaching form more profitable for self-motivation study, we did a comparison experiment between problem-based learning （PBL） and lecture-based learning （LBL） in a 3rd year course in basic pharmacology. 3rd year medical students were initially randomized to participate in a PBL （n = 124）, or LBL （n = 100） course. In 224 students, 50.4% using PBL method self-directed learning ability had increased compared with 35.3% in LBL teaching mode. The test score indicated that students using LBL teaching method scored overall higher than those using PBL mode, this result was significantly different（ P =0.009）. However, as far as subjective items are concerned, students accepted PBL mode showed their superior advantages over the LBL ones. Similarly, the result was significantly different（ P = 0.001 ）. PBL method supported by appropriate technology and teachers, has allowed our students to analyze authentic situations as a doctor status and the active learning ability by self-motivation study will be undoubtedly beneficial for their becoming life-long learners and excellent doctors in the future.     

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.     

Teaching of Pharmacology for Using Medicine in Reason

Aim： Teaching of pharmacology is very important to clinic practice, and it is stability basic of theory for using medicine in reason. Methods： To study knowledge frame of pharmacology teachers, the teaching method in existence and experiment in teaching of pharmacology, find out a good many things about theory renegades from practice, then to explore reformation. Results： The teachers who engaged teaching about pharmacology did not joint in the clinic work. They lack knowledge of clinic, and bring on separate theory from clinic practice. It is no uses to cultivate students using medicine in reason. So the teachers pay attention to advance theory, to advance ability of scientific research, at the same time, must be concerned with the clinic jobs. Next, the teachers insist to accumulate knowledge in teaching of tradition. The students did not know about system info in pharmacology, they did not content clinic practice, then to bring out weary emotion. So we can trade a think in the teaching might as well that we handpick representational part from typical clinic example, and to lead to students thinking problem, then settle problem. This course need to understand correlation knowledge, must be found their relation each other. It is important to blaze student learning. The third, the part of experiment in the pharmacology are less, so we must increase content of experiment, and let the students design all experiment approach, and to actualize it. The teacher gives some guidance to students. The result of experiment will be related with discourse. The teachers appraise it according to its quality. It will be reckoned in the achievement of term end. We must give some busywork that let the students researching one or tow drug applied in the hospital, then study result of investigate, complete report at last. Conclusion： Using medicine in reason is a keystone in the clinic practice. To realize it, teaching pharmacology will be joined with clinic practice compactness.     

O07 The Combination of Case Based Learning and Problem Based Learning in Pharmacology Instruction

Constructivism represented by anchored education has been the worldwide ruling theory for instruction and educational reform. Learning from the main idea and the protocol of the theory, we have tried to combine the case based learning （CBL） model and problem based learning （PBL） model in pharmacology instruction in order to enhance the self-learning ability and problem solving ability of our students. The protocol included： case-selecting, problem-raising, self-reading, group-discussing and effect-evaluating. After the practice of the process both teachers and students benefited from this new way of teaching, meanwhile the advantages and some challenges we have faced in the process were discussed in detail. It is recommended to generalize the combination of CBL and PBL teaching in pharmacology instruction.     

P22 Teaching of pharmacology in pharmacy school needs to be different from medical background

The reform of pharmacology teaching has long been a focus for discussion and study. One of the main topics is the world-wide move away from the didactic teaching of single disciples to integrated Problem-based Learning （PBL） curricula. More and more publications and meeting presentations are expressing the progresses in this aspect. We noticed that most publications about pharmacology teaching dealt with the reforms in medical schools and quite few discussed that in pharmacy schools. Since the curriculum system and the training purposes for medical and pharmaceutical students are different, the experiences gained in the exploration in the teaching of medical pharmacology do not fully fit the teaching practice in pharmacy school. Authors graduated from medical schools, first taught pharmacology in medical schools and now teach the course in pharmacy school. We think the reform of pharmacology teaching aimed at pharmacy students needs to think about in different way. 1, Pharmacy students usually take less anatomy （including histology and embryology）, physiology and pathogen biology （microbiology and parasitology） courses and even do not take pathology in most cases. They do not easily understand the pathogenesis of different kinds of diseases. 2, They are going to be pharmacists, instead of doctors. 3, The reform of pharmacology teaching should also base on the situation of the pharmacy schools in China. There are more than 200 pharmacy schools in China, among which the levels of teaching and the future destination of the students are quite diverse. So the problem-based learning design of pharmacology in pharmacy school should base on the above background.     

P14 Analyse of effect with using PBL in Pharmacology in our school in the near future

To seek more science and perfect way of teaching in pharmacology, it is different with tradition teaching that we give priority to students when we use PBL, and emphasize to study initiatively. These persons qualified to teach make up of base medicine subject and clinic subject. There are 10 students in a group, and then spread to study, to discuss. At first, we found problem （NOTICE： The students already master important some knowledge of basic medicine, but they do not study knowledge of clinic medicine. ） The problem make them working hard for gaining correlative data through network, library, teaching hospital, then teacher explain these problems in the classroom. Our task is to complete emphase content of teaching according to the brief of teaching. This way lead to student finding problem and to settle problem, in the same time, we must innovate about experiment class. The experiment teachers only to bring forward standard of this experiment . The students planned the step of experiment, argument it, then actualize it. This course need to plentiful for energy and time for teachers and students. On the side, we must set up taking as an elective course that handpick some interest, representative clinic cases to analyze it. It would blaze students interesting of leaning, but their amount inadvisable overabundance. In the near future we found the students work hard than before, their basic receive that observe problem, solve problem, work together and cooperation, but their examination result is not difference with tradition distinctness. For the future effect that the students use many drugs in clinic practice and clinic works is not observed now. This ways that using PBL is beneficial to teach in pharmacolo.gy, but the step must correct gradually. It is importance sense to build network in our school perfect, to handpick cases of PBL, and to learn more clinic knowledge. That will give us science and perfect way of teaching in pharmacology.     

P35 Teaching pharmacology——a paradigm shift

In the 7 year MD programme at the SQU College of Medicine, teaching leans towards problem based learning and clinical information is introduced early in the curriculum. Traditional lecturing is complemented by e-learning. Much of the teaching is carried out as student-centered seminars and small group teaching. Pharmacology is introduced as a foundation course in 3^nd year （general pharmacology）. Pharmacology is also taught in system-based multidisciplinary courses where it is integrated with other basic medical sciences. Thirdly, it is taught as an independent 3 credit course in 4^th year, at the end of the preclinical curriculum. In the clinical years principles of pharmacology are reiterated in integrated lecture series programmes. Finally in 6^th year a Therapeutics Course reinforces applications of principles of pharmacology.     

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.     

O08 Problem-based learning in the School of Basic Medical Sciences, Peking University

In order to enhance the self learning ability of medical students and to stimulate their interests in basic medical science subjects, the School of Basic Medical Sciences, Peking University experienced with problem-based learning （PBL） in its teaching of the third year medical students. Ten teaching topics were selected and they were taught over a three-semester period. They consisted of arteriosclerosis, diabetes, cancer, AIDS, SARS, hepatitis. Each topic was taught for 2 weeks by a group of teaching faculty members across different disciplines including clinicians led by a professor in the most relevant field. We condensed the previous teaching schedule of traditional content and used 20 weeks to conduct the above PBL. The ten topics were taught in a similar manner but considerable freedom was given to faculty members in determining the content and the manner in which the teaching activity was organized and executed. For most of the topics, the teaching plan consisted of an introductory lecture of the general concept of the topic, presentation of a case or cases of patients related to the subject, student research of the literature and group discussion of the subjects. The students then made presentations on the topic in small student groups. After initial presentation, professors and physicians who are very familiar with the subject gave in-depth lectures on the topics and conduct question and answer sessions. A representative from each group was then presented in a larger group. The best presenters selected by the students and the teachers then made presentations in front of the whole class of about 100 -200 students. Questions and debates were encouraged after each presentation. All activities were guided by at least one professor. Finally, the students were asked to write brief theses about their opinions on the subjects. The performances of the students were graded according to their activities and performance in class and during discussions. Motivation and creativity in presentation, discussion and thesis writing were taken into account during the grading of each student＇ s performance. The students seemed to enjoy the new teaching method more than the traditional approach and were able to gain knowledge and skill on their own. About 78% of the participating students polled indicated that they preferred the new PBL method over the traditional lecturing and will do it again if such teaching method is offered in the future. For the faculty members, it is a challenging and time-consuming experience for the first round. Broaden of knowledge and careful coordination among teachers were required to make the new teaching method functional and effective. Overall, it was a rewarding experience for both the students and the teachers.     

P11 The Other Form of PBL： Small Group Discussion in Pharmacology Teaching

Problem-based learning （PBL） is now an established method in undergraduate medical education that aims to develop reasoning skills based on clinical problems. PBL is an educational method that promotes student-centered learning, self-directed learning, the development of problem solving skills and the development of life-long learning skills. Upon the logos of PBL, our department has applied the method of ＂small-group discussion＂ （SGD） in pharmacology teaching in recent ten years. According to organ systems and drugs, the contents in the textbook were divided into 7 blocks. The small group consisted of ten to thirteen students and was guided by one tutor. At the beginning, the tutor gave brief introduction （mini-lectures） to point out the context of problem and potential pitfalls. Then the tutor organized and facilitated the small group discussion. The discussion consisted of two sessions. In the first session, the tutor presented the problem or case, generated hypotheses and broadened the extent of students＇ knowledge. In addition, the tutor defined learning issues for further＇study, including full group and individual self-study. In the second session, the students expressed their opinion based on the information provided and the group discussion. Then the tutor evaluated outcomes of self-study and presented new information to develop and assign new learning issues. Thus, the students began with a new round of self-study and discussion. The discussion cycle repeated until objectives were met. The abilities of students were evaluated based on the following 6 main areas, including （1） learning skills and functioning, （2） group skills and functioning, （3） k, nwledge development and objective achievement, （4） critical thinking, （5） feedback and evaluation skills and （6） professional behaviors.     

O04 Four-Year experience of Pharmacology Teaching in the Integrated Curriculum at Taipei Yang-Ming University

National Yang-Ming University was established in 1971 at Taipei. We mainly train 7- year medical students immediately after high school education. Originally, the 4^th year students received their pharmacology teaching by an intensive course within one semester （4 hours/wk）. We covered all 66 chapters in ＂Basic ＆ Clinical Pharmacology＂, with a total 72 lecture hours. In order to design a problem-based learning course for all the courses of previous 4^th year students, our pharmacology teaching must re-organize in this integrated curriculum from the year of 2001. The major changes include： decreasing total lecture hour （from 72 to 58）, one semester course becoming one-year course （roughly 2 hours/wk）, merely covering 80% of all 66 chapters in the textbook. We did student survey each year and the results will be presented in our presentation. Also, the advantages and disadvantages for this reform will be discussed.     

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.     

P16 Function of tutor in pharmacology course of distance education

Peking University Health Science Center has for more than 5 years and supplied a pharmacology ers mainly studying nursing and applied pharmacy established a distance education college course, etc. online. The distance learnselect the pharmacology course to earn a junior college＇ s or bachelor＇ s degree after obtaining enough credits and passing the exam. Electronic books, video and audio materials, tutorial type programs, guide of experiments, and electronic learning environments for the course organization and delivery, are provided by school of pharmaceutical sciences, department of pharmacology and school of distance learning for medical education in Peking University. As tutors teaching pharmacology course, we supply learning support for distance learners, such as providing supplement lectures, reference materials, PowerPoint documents, interesting stories about pharmacology,web-based bulletin board system as a means of allowing learners to ask questions and getting answers in 72 hours, access to self-assessment throughout the course, and examination questions to help them master basic concepts and principles of pharmacology, as well as clinical drugs including pharmacological actions,, pharmacokinetics, therapeutic uses, adverse reactions and contraindications. More importantly, we trigger their study interest, help them acquire skills of how to use web resources, let them become active and effective in the distance learning, and develop good relationships with each other. In the future we will need more pedagogical research and instructional technology skills to maintain a high quality of pharmacology teaching in the distance education.     

Learning of medical pharmacology via innovation： a personal experience at McMaster and in Asia

Pharmacology in the traditional medical curriculum has been treated as a discrete “preclinical” discipline identifying itself distinctly different from the other preclinical sciences or clinical subjects in knowledge base as well as learning/teaching instructions. It is usually run in series with other pre-clinical courses (eg, anatomy, biochemistry, physiology etc), but in parallel with other paraclinical courses such as pathology, microbiology and community medicine. Clinical pharmacology was only introduced relatively recently designed to overcome the perceived deficiency in “preclinical” pharmacology regarding its therapeutic relevance and application to medicine. In many universities, both preclinical and clinical pharmacology courses co-exist, usually independently offered by two separate, sometimes non-interacting Departments of Pharmacology and Clinical Pharmacology. In this model, pharmacology is generally taught in a teacher-centered, discipline-oriented, and knowledge-based curriculum. Furthermore, pharmacology courses are commonly taught by “expert” teachers, who usually engage in excessive-teaching, often adopt a knowledge-based approach in both instruction and assessment, and frequently evade or ignore clinical relevance. The clinical relevance of the pharmacological sciences is sometimes also taught in a didactic and problem-solving manner, although it is usually case-oriented. In recent years, problem-based medical curricula have emerged, in varying forms, as a platform in which pharmacology is viewed as an integrated component in a holistic approach to medical education. In this problem-based learning (PBL) model, pharmacology is learned in a student-centered environment, based on self-directed, clinically relevant and case-oriented approach, usually in a small-group tutorial format. In PBL, pharmacology is learned in concert with other subject issues relevant to the case-problem in question, such as anatomy, physiology, pathology, microbiology, population health, behavior science, etc. Students learn via problem-evoked curiosity and motivation, in an environment which encourages free inquiries and intensive discussions in a cooperative rather than competitive atmosphere. Teachers facilitate students‘ learning objectives rather than deliver pre-packed knowledge and dictate what they think students should learn. Based on the above two models, a change towards PBL curriculum appears to be beneficial in better preparing the medical students as life-long learners capable of coping with changes in knowledge and skills associated with the progressive and dynamic social/economic transformation in the Asia-Pacific regions. Evidence is presented that this is indeed happening.     

P05 How to improve the teaching of clinical pharmacology

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.     

P28 The Automatic Measurement and Calculation of Competitive Antagonist Parameter

＂The determination of parameter for competitive antagonist （pA2） ＂ is a typical quantitative experiment in experimental pharmacology teaching. It is of great value in developing the experimental technique of the quantitative pharmacology as well as isolate organs for medical students. But in traditional experimental methods, the unscrambling, measurement and calculation of the experimental results are very tedious and sometimes the error made by handiwork will affect the exact result directly. In order to sort the problem, we have introduced the computer and microelectronic technique into experimental pharmacology teaching and have succeeded in developing an experimental module named ＂the determination of diphenhydramine＇ s parameter for antagonist （pA2） ＂. When used in combination with computer signal collecting system, this module can carry out various correlation analysis for the result obtained from experiment just at the same time when it recording the experimental data precisely. And it can easily and rapidly finish the measurement and calculation of parameter for antagonist automatically. Moreover, we have invented a new monitoring unit for resting tension of isolate organs which has won the national patent for utility and neotype. The achievement ration of the experiment and the level of experimental teaching are greatly improved by the applications of those technology innovations.     

Problem-based learning in pharmacology： a survey of department heads in Taiwan, China

Problem-based learning (PEL) requires active student participation and the use of clinical cases as a trigger to learn within a given area. It has gained much attention as a pedagogic alternative in the course of reform in medical education due to information overload. From discipline-based consideration, it is interesting to understand the views of department heads of pharmacology about implementing PBL for their medical students. According to a     

P24 Effect of Nonintellectual Factors on Medical Students and Analysis of Related Strategies for Teaching in Pharmacology

Investigation of college students＇ nonintellectual ability was organized and group survey was adopted. The results showed that the nonintellectual ability of medical college students display an active tendency on total, but the development of inner factor is imbalanced. There are significant differences of nonintellectual ability between different student groups. The boys＇ nonintellectual abilities are higher than girls＇ , special course students＇ nonintellectual ability is higher than under-graduated students＇ The results of our survey can give us some related inspirations and suggestions. The teaching content and knowledge structure should be adjusted according to the student groups of different nonintellectual ability. The critical thinking ability of the students should be cultivated by reforming teaching methods and making full use of teachers＇ leading roles. The students＇ interest in learning should be stimulated by renewing teaching devices, which makes students change their passive study into active study.     

P17 Pharmacology in the integrated course ＂Basic Medical Sciences＂ in Zhejiang University School of Medicine

According to traditional teaching mode, the courses in preclinical medicine including pharmacology are separately run. This mode causes a series of disadvantages including loose connection between knowledge in different disciplines and weak ability to bridge basic preclinical knowledge and clinical practice. In order to overcome the disadvantages and promote the teaching efficiency, we constructed a new integrated course-Course of Basic Medical Sciences, which includes 6 traditional courses, anatomy, histology and embryology, physiology, pathology, pathophysiology and pharmacology. We integrated these courses based on the human organ systems and according to the principle-＂ From macro to micro, From morphological to functional, From normal to abnormal and From disease to drug therapy＂ and published the series of textbook in 2004. The contents of pharmacology are taught just after pathology and pathophysiology in every organ system. In comparison with the traditional teaching mode, teachers of pharmacology need not spend a lot of time to review preceding knowledge of anatomy and histology, physiology, pathophysiology and pathology. This is helpful in saving time and improving the teaching efficiency.     

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 ;