Volume 48, Issue 1 (4-2024)
Research in Medicine 2024, 48(1): 63-90 |
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Ethics code: IR.NASRME.REC.1400.087
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Daneshmand H, Ziai S A. The Teaching Method of Pharmacology in Several Universities with International Rankings and Geographical Diversity. Research in Medicine 2024; 48 (1) :63-90
URL: http://pejouhesh.sbmu.ac.ir/article-1-3301-en.html
URL: http://pejouhesh.sbmu.ac.ir/article-1-3301-en.html
Department of Pharmacology, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran Iran. , aliziai@sbmu.ac.ir
Abstract: (1083 Views)
Background and Aim: Pharmacology, as a major field in medical education, significantly shapes the competency of future healthcare professionals. The necessity of familiarizing with new teaching methods in pharmacology and evaluating their outcomes can be a good idea for their implementation. This article investigated the teaching of pharmacology in many medical universities worldwide with geographical diversity and international rankings to determine the reasons for using specific methods in those universities and to identify the results of the evaluations of their implementation.
Methods: In this descriptive study, universities were selected from all international rankings and geographical diversity to have more diverse data. Several countries and universities from each continent were chosen, and among neighboring countries, universities with social and cultural conditions closer to Iran were selected. The teaching method of each university was examined by visiting the university's website or studying an article about that method in the university or by contacting the head of the pharmacology department to review and summarize its advantages and disadvantages.
Results: The methods of teaching pharmacology and their evolution in the examined faculties have been categorized.
Conclusion: It seems that a change in the traditional method is inevitable, and while teaching basic pharmacology may still require a traditional approach, clinical pharmacology discussions require the use of different methods. It also appears necessary for pharmacology to be taught both in the basics and in clinical settings, applying a different approach to teaching these two aspects.
Methods: In this descriptive study, universities were selected from all international rankings and geographical diversity to have more diverse data. Several countries and universities from each continent were chosen, and among neighboring countries, universities with social and cultural conditions closer to Iran were selected. The teaching method of each university was examined by visiting the university's website or studying an article about that method in the university or by contacting the head of the pharmacology department to review and summarize its advantages and disadvantages.
Results: The methods of teaching pharmacology and their evolution in the examined faculties have been categorized.
Conclusion: It seems that a change in the traditional method is inevitable, and while teaching basic pharmacology may still require a traditional approach, clinical pharmacology discussions require the use of different methods. It also appears necessary for pharmacology to be taught both in the basics and in clinical settings, applying a different approach to teaching these two aspects.
Keywords: Teaching pharmacology, Teaching method, Basic pharmacology, Clinical pharmacology, System- based learning, Problem- based learning, Case- based learning, Wiki communities, Social education small groups
Type of Study: Case report |
Subject:
Interdisciplinary (Educational Management, Educational research, Statistics, Medical education
Received: 2023/07/1 | Accepted: 2024/03/12 | Published: 2024/04/22
Received: 2023/07/1 | Accepted: 2024/03/12 | Published: 2024/04/22
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