Tofovic S P, Branch R A, Jackson E K, Cressman M D, Kost C K
Center for Clinical Pharmacology, Department of Medicine, University of Pittsburgh School of Medicine, Pennsylvania 15213-2582, USA.
J Clin Pharmacol. 1998 Aug;38(8):670-9. doi: 10.1002/j.1552-4604.1998.tb04805.x.
Teaching clinical pharmacology remains both a lifelong learning process and a lifelong challenge for clinical pharmacologists and other medical educators. In the current information age, with an explosion of drug-related data, the prime topic for discussion is how to teach clinical pharmacology. This article describes our response to the challenges in developing a selective course in clinical pharmacology, and our experience from the first 2 years of the course. Our emphasis is on how to provide in an efficient way knowledge, skills, and attitudes students will need as physicians in the coming decades. Faculty from the Center for Clinical Pharmacology at the University of Pittsburgh in conjunction with faculty from the University of Pittsburgh School of Medicine have developed a one-month intensive course in clinical pharmacology. The integrated course program consists of four overlapping components: 1) general clinical pharmacology (focused on individualization of drug therapy); 2) rational prescribing principles (general principles of drug selection, how to prepare a personal formulary); 3) disease-specific clinical topics (pharmacotherapy of diseases and medical conditions most commonly seen in routine medical practice); and 4) workshops for special attention topics (pharmacokinetics, pain treatment, toxicology, dialysis). In congruence with established educational goals, the course includes drug-, patient-, and disease-oriented concepts. A variety of learning formats (didactic and interactive lectures, one-day problem-based learning sessions, small group case discussions, self-directed and small group directed learning, quizzes, and computer-assisted learning) are used to teach students how to apply the general concepts of clinical pharmacology and rational pharmacotherapy to clinical medicine, and to prepare them to become independent lifelong learners in therapeutics. Student feedback from the first 2 years of this course indicates that this multi-modal teaching format is effective. The majority of students who took the course in clinical pharmacology in 1997 found it to be very beneficial.
对于临床药理学家和其他医学教育工作者而言，讲授临床药理学既是一个终身学习的过程，也是一项终身面临的挑战。在当前的信息时代，随着与药物相关的数据呈爆炸式增长，讨论的首要话题便是如何讲授临床药理学。本文描述了我们在开发临床药理学选修课程时应对挑战的方式，以及该课程前两年的经验。我们重点关注的是如何以高效的方式为学生提供他们在未来几十年作为医生所需的知识、技能和态度。匹兹堡大学临床药理学中心的教员与匹兹堡大学医学院的教员共同开发了一门为期一个月的临床药理学强化课程。该综合课程项目由四个相互重叠的部分组成：1）一般临床药理学（侧重于药物治疗的个体化）；2）合理处方原则（药物选择的一般原则，如何制定个人处方集）；3）特定疾病的临床主题（日常医疗实践中最常见疾病和病症的药物治疗）；4）特别关注主题的研讨会（药代动力学、疼痛治疗、毒理学、透析）。与既定的教育目标相一致，该课程涵盖了以药物、患者和疾病为导向的概念。采用了多种学习形式（讲授式和互动式讲座、为期一天的基于问题的学习课程、小组病例讨论、自主学习和小组指导学习、测验以及计算机辅助学习）来教授学生如何将临床药理学和合理药物治疗的一般概念应用于临床医学，并使他们为成为治疗学领域独立的终身学习者做好准备。该课程前两年的学生反馈表明这种多模式教学形式是有效的。1997年参加临床药理学课程的大多数学生都认为该课程非常有益。
