Hughes Ian
Learning and Teaching Support Network Centre for Bioscience, School of Biomedical Sciences, University of Leeds, UK.
Nihon Yakurigaku Zasshi. 2003 Nov;122(5):411-8. doi: 10.1254/fpj.122.411.
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.
药理学教学的变革受到多种压力的驱动。这些压力源自：学科本身的变化；政府；专业团体；学生；教学风格和机会的变化；学术人员；伦理/动物权利考量；雇主以及高等教育机构。这些变化既需要学术药理学家在知识、技能和态度方面做出改变，也同样需要在教学方式和促进学习的方式上有所变革。药理学课程将在一个变化了的环境中提供，并且必须使学生为在一个变化了的学科中工作做好准备，同时也要适合那些将在非药理学领域就业的学生。变革可能围绕课程设置、基于问题的学习、模拟实践、同伴评估、互联网的使用、信息技术和基于计算机的交互式学习、虚拟学习环境以及综合医学课程展开。实现必要变革的最有效策略可能涉及全球范围内药理学教师之间的合作，以及当前学术药理学家的一种普遍意识，即我们需要确保未来的学者为他们即将工作的变化了的环境做好充分准备。
