Teaching Pharmacology in 2010--new knowledge, new tools, new attitudes.
Changes in pharmacology teaching are being driven by various pressures. These originate: from changes in the discipline itself; from government; from professional bodies; from students; from changes in teaching styles and opportunities; from academic staff; from ethical/animal rights considerations; from employers and from higher education institutions. These changes will require an alteration in the knowledge, skills and attitudes of academic pharmacologists as much as they will require changes in the way teaching is delivered and learning is facilitated. Pharmacology courses will be provided in a changed environment and must prepare students to work in a changed discipline as well as being appropriate for students who will take employment in non-pharmacology areas. Change is likely to centre around the curriculum, problem based learning, simulated practicals, peer assessment, use of the internet, information technology and interactive computer based learning, virtual learning environments and integrated medical courses. The most effective strategy to achieve the necessary changes is likely to involve collaboration between pharmacology teachers on a global scale and a general consciousness among current academic pharmacologists that we need to ensure tomorrow's academics are well prepared for the changed environment in which they will have to work.
Hughes
Ian
I
Learning and Teaching Support Network Centre for Bioscience, School of Biomedical Sciences, University of Leeds, UK. i.e.hughes@leeds.ac.uk
D001291:Attitude of Health Personnel; D003194:Computer-Assisted Instruction; D005544:Forecasting; D020407:Internet; D019359:Knowledge; D008490:Medical Informatics / Q000639:trends; D010379:Peer Group; D010600:Pharmacology / Q000193:education*; D013663:Teaching / Q000379:methods*