Department of Pharmacology, Oxford University, Oxford, United Kingdom.
Adv Physiol Educ. 2010 Dec;34(4):205-12. doi: 10.1152/advan.00005.2010.
Teaching pharmacology to medical students has long been seen as a challenge, and one to which a number of innovative approaches have been taken. In this article, we describe and evaluate the use of primary research articles in teaching second-year medical students both in terms of the information learned and the use of the papers themselves. We designed a seminar where small groups of students worked on different neurotransmitters before contributing information to a plenary session. Student feedback suggested that when the information was largely novel, students learned considerably more. Crucially, this improvement in knowledge was seen even when they had not directly studied a particular transmitter in their work groups, suggesting a shared learning experience. Moreover, the majority of students reported that using primary research papers was easy and useful, with over half stating that they would use them in future study.
长期以来，向医学生教授药理学一直被视为一项挑战，为此人们采用了许多创新方法。本文描述并评估了将基础研究论文用于教授二年级医学生的情况，从学生所学的知识和对论文本身的使用两方面进行了评价。我们设计了一个研讨会，学生分组研究不同的神经递质，然后在全体会议上交流信息。学生的反馈表明，当信息主要是新颖的时，学生的学习效果要好得多。至关重要的是，即使他们在小组学习中没有直接研究特定的递质，也能看到这种知识的提高，这表明存在共同的学习体验。此外，大多数学生表示使用基础研究论文既简单又有用，超过一半的学生表示将来会在学习中使用它们。
