Department of Biomedical Sciences, Western Michigan University Homer Stryker M.D. School of Medicine, Kalamazoo, MI, USA.
Department of Microbiology and Pharmacology, Arkansas College of Osteopathic Medicine, Fort Smith, AR, USA.
Pharmacol Res Perspect. 2021 May;9(3):e00773. doi: 10.1002/prp2.773.
A grounded knowledge of pharmacology is essential for healthcare providers to improve the quality of patients' lives, avoid medical errors, and circumvent potentially dangerous drug-drug interactions. One of the greatest tools to achieve this foundational knowledge of pharmacology is the dedicated pharmacology educators who teach in health sciences programs. Too often, the pharmacology educators responsible for teaching this material are left siloed at their own institutions with little room for dialog and collaboration. As scientists, we know that it is through dialog and collaboration that ideas grow, are refined, and improve. More collaborative work is needed to identify and describe best practices for pharmacology education in health sciences programs. While evidence-based, outcomes-focused studies are the optimum standard for this work, there is also a place for descriptive studies and innovative reports.
药理学的基础知识对于医疗保健提供者至关重要，可提高患者的生活质量，避免医疗错误，并避免潜在的危险药物相互作用。实现药理学基础知识的最重要工具之一是在健康科学计划中教授的专门药理学教育者。通常，负责教授该材料的药理学教育者在自己的机构中被隔离，几乎没有对话和协作的空间。作为科学家，我们知道，正是通过对话和协作，思想才得以发展、完善和提高。需要更多的协作工作来确定和描述健康科学计划中药理学教育的最佳实践。虽然基于证据、以结果为导向的研究是这项工作的最佳标准，但描述性研究和创新报告也有一席之地。
