Defining the true therapeutics and clinical pharmacology curriculum in a Canadian medical school: implications for change.
Concern over rational drug therapy has led to the close scrutiny of clinical pharmacology and therapeutics teaching. Course syllabuses and timetables portray the official curriculum but rarely reflect true pharmacology and content. The teaching of clinical pharmacology and therapeutics can be uniquely and comprehensively analyzed with a computer-based curriculum data base that has the capacity to identify overlap, integration, omissions, and correlations. We have developed such a system and applied it to the analysis of one medical school curriculum. Pharmacology and therapeutics teaching represents 22% of the curriculum; however, the majority occurs outside the pharmacology-controlled courses. Overlap is extensive and unplanned. Our data indicate that the true curriculum differs greatly from that in curriculum schedules and probably from that in the minds of most curriculum planners and teachers. Collaboration among pharmacologists and clinical pharmacologists and many other curriculum officers and teachers is essential if education in this area is to be improved.
Sellers
E M
EM
Department of Pharmacology, University of Toronto, Ontario, Canada.
Somer
G
G
Rothman
A I
AI
D002170:Canada; D003479:Curriculum; D004501:Education, Medical / Q000639:trends*; D010601:Pharmacology, Clinical / Q000193:education* / Q000639:trends; D013663:Teaching / Q000639:trends; D013812:Therapeutics / Q000639:trends*