Experience with problem oriented teaching in pharmacology.
Pharmacology is one of the core subjects for further graduation in both preclinical and clinical area. Medical education is being performed either in the "classical" way (lecture based learning--LBL) or in a more advanced form, such as problem based learning (PBL). According to the Medline database, the interest in PBL is still increasing. At our department, the PBL has been introduced using the knowledge obtained at the the Mac Master University and University of Groningen. PBL in pharmacology requires well-qualified staff with clinical experience. A common character of PBL is the use of selected clinical cases as models and starting points to study certain topics with a student centred approach. In an interview we made on a sample of 88 students of our medical faculty in the last study year, 65.5% of them found the amount of information concerning pharmacotherapy not sufficient for their future clinical practice and 83.3% did not feel able to use the knowledge obtained. More than 90% of students did not see enough opportunities for pharmacotherapy training during clinical subject courses. These results are in support of our orientation of teaching towards the PBL. This type of teaching forces students to be active, trains their skills in communication and selection of knowledge, which is believed to enhance the long-term knowledge retention. By using the hybrid PBL-LBL model at our department we respect the principal proposal of medical education and attempt to improve skills in decision making in training of future medical doctors. (Tab. 3, Fig. 2, Ref. 13.)
Tisonova
J
J
Department of Pharmacology, Faculty of Medicine, Comenius University, Bratislava, Slovakia. tisonova@yahoo.com
Hudec
R
R
Szalayova
A
A
Bozekova
L
L
Wawruch
M
M
Lassanova
M
M
Vojtko
R
R
Jezova
D
D
Kristova
V
V
Kriska
M
M
D004501:Education, Medical; D010600:Pharmacology / Q000193:education*; D018794:Problem-Based Learning; D018154:Slovakia