Teaching pharmacology to medical students in an integrated problem-based learning curriculum: An Australian perspective

Woodman, O and Dodds, A 2004, 'Teaching pharmacology to medical students in an integrated problem-based learning curriculum: An Australian perspective', Acta Pharmacologica Sinica, vol. 25, no. 9, pp. 1195-1203.


Document type: Journal Article
Collection: Journal Articles

Title Teaching pharmacology to medical students in an integrated problem-based learning curriculum: An Australian perspective
Author(s) Woodman, O
Dodds, A
Year 2004
Journal name Acta Pharmacologica Sinica
Volume number 25
Issue number 9
Start page 1195
End page 1203
Total pages 9
Publisher Nature Publishing Group
Abstract The world-wide move away from the didactic teaching of single disciples to integrated Problem-based Learning (PBL) curricula in medical education has posed challenges for the basic sciences. In this paper we identify two major challenges. The first challenge is the need to describe a core disciplinary curriculum that can be articulated and mapped onto the new structure. We illustrate how the British Pharmacological Society (BPS) Guidelines are used to evaluate the curriculum coverage in the medical course at The University of Melbourne. The second challenge is to ensure that foundational concepts are given adequate emphasis within the new structure, and in particular, that students have the opportunity to pursue these concepts in their self-directed learning. We illustrate one approach to teaching important pharmacological concepts in an integrated curriculum with a case study from the first year curriculum at The University of Melbourne. Finally, we propose the features of an integrated curriculum that facilitates the learning of basic pharmacology in a situation where PBL and integration sets the curriculum framework.
Subject Medicine, Nursing and Health Curriculum and Pedagogy
ISSN 1671-4083
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