McLeod P, Cuello C, Capek R, Collier B
Department of Pharmacology, McGill University, Montreal, Quebec, Canada.
Med Teach. 1992;14(4):343-6. doi: 10.3109/01421599209018853.
To lessen fact overload and to enhance the teaching of pharmacologic principles in an undergraduate course we introduced a tutorial/essay project into our traditional lecture-based course. Under the guidance of a faculty tutor, each student researched an assigned topic, developed a paper incorporating the results of the literature review and his or her own attitudes and formally discussed and answered questions on the topic with the tutor. Students and tutors were enthusiastic about this learning experience especially in that it required independent student-centred activity, provided opportunity for useful student/tutor interaction and helped students to learn to integrate scientific information with their own thoughts and ideas.
