Identifying the core concepts of pharmacology education

Pharmacology Research & Perspectives

Ian F. Musgrave¹  Marina Santiago²  Elizabeth A. Davis³  Barbara Kemp‐Harper³  Alison Shield⁴  Tom Angelo⁵  Anna‐Marie Babey⁶  Paul J. White⁷  Suong N. T. Ngo⁸  Gregg Maynard⁹  Lynette B. Fernandes^1,10  Tina Hinton^1,11  Hesham S. Al‐Sallami^1,12 

[1] Adelaide Medical School The University of Adelaide Adelaide SA Australia;Department of Biomedical Sciences Macquarie University Sydney NSW Australia;Department of Pharmacology Monash University Clayton VIC Australia;Discipline of Pharmacy Faculty of Health University of Canberra Bruce Canberra ACT Australia;Eshelman School of Pharmacy University of North Carolina Chapel Hill NC USA;Faculty of Medicine and Health University of New England Armidale NSW Australia;Faculty of Pharmacy and Pharmaceutical Sciences Monash University Parkville VIC Australia;Faculty of Sciences The University of Adelaide Roseworthy SA Australia;School of Biomedical Sciences Charles Sturt University Wagga NSW Australia;School of Biomedical Sciences The University of Western Australia Crawley WA Australia;School of Medical Sciences Faculty of Medicine and Health Sciences The University of Sydney Sydney NSW Australia;School of Pharmacy University of Otago Dunedin New Zealand;

关键词: concept inventory;    core concept;    pharmacology education;    postgraduate education;    undergraduate education;   

DOI  :  10.1002/prp2.836

来源: DOAJ

【 摘 要 】

Abstract Pharmacology education currently lacks an agreed knowledge curriculum. Evidence from physics and biology education indicates that core concepts are useful and effective structures around which such a curriculum can be designed to facilitate student learning. Building on previous work, we developed a novel, criterion‐based method to identify the core concepts of pharmacology education. Five novel criteria were developed, based on a literature search, to separate core concepts in pharmacology from topics and facts. Core concepts were agreed to be big ideas, enduring, difficult, applicable across contexts, and useful to solve problems. An exploratory survey of 33 pharmacology educators from Australia and New Zealand produced 109 terms, which were reduced to a working list of 26 concepts during an online workshop. Next, an expert group of 12 educators refined the working list to 19 concepts, by applying the five criteria and consolidating synonyms, and added three additional concepts that emerged during discussions. A confirmatory survey of a larger group resulted in 17 core concepts of pharmacology education. This list may be useful for educators to evaluate existing curricula, design new curricula, and to inform the development of a concept inventory to test attainment of the core concepts in pharmacology.

【 授权许可】

Unknown