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首页> 外文期刊>Naunyn-Schmiedeberg's Archives of Pharmacology >A variable structure, less resource intensive modification of problem-based learning for pharmacology instruction to health science students.
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A variable structure, less resource intensive modification of problem-based learning for pharmacology instruction to health science students.

机译：可变结构，较少资源密集型的基于问题的学习的修改，用于向理科学生进行药理学指导。

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A less resource intensive but more structured modification of problem-based learning was developed to teach pharmacology to pharmacy students in classes of 90 students. The method utilizes an active learning tool developed from cognitive science and cognitive learning theory. This case-based approach was developed to address the need to teach problem-solving skills to relatively large classes while conserving faculty and other resources. The method involves students working through cases in small groups according to a prescribed format. Groups are chosen at random to present the case to the whole class followed by open but structured discussion. Students bring recommended texts to class and groups are asked to answer questions relating to the material in the case, or to determine how the way their approach to the case would differ if patient parameters or medications in the case were altered utilizing the required texts. Each class begins with a short 1-min quiz on the fact-based material to be discussed that day and ends with a wrap-up of critical issues or principles learned. Continual probing of "what" and why open book and follow the same format as the in class cases. Learning outcomes for each general topic are provided at the beginning of the semester. Although the method does require students to learn pharmacology facts practice. Rather than memorizing lists of side effects, for example, the format requires utilizing the side effects list and information about them to appropriately counsel the patient on how to deal with each and/or to suggest modifications in the therapy. Since implementing this method in an endocrine pharmacology course, student performance on problem-solving examinations has improved. Additionally, student evaluation of the method is extremely positive.
机译：开发了一种基于资源较少但结构化的基于问题的学习的修改方法，以在90名学生的班级中向药房学生教授药理学。该方法利用从认知科学和认知学习理论发展而来的主动学习工具。开发这种基于案例的方法是为了解决在较大的班级上教授解决问题的技能，同时又节省教师和其他资源的需求。该方法包括让学生按照规定的格式小组讨论案件。随机选择小组，向全班介绍案例，然后进行公开但有条理的讨论。学生将推荐的课文带到课堂上，并要求小组回答与案件材料有关的问题，或者确定如果使用所需的课文更改了案件中的患者参数或药物，他们对案件的处理方式将有何不同。每节课以对基于事实的材料进行简短的1分钟测验开始，当天将进行讨论，最后以对所学的关键问题或原则的总结作为结束。不断探索“什么”以及为什么打开书本并遵循与课堂案例相同的格式。在学期开始时提供每个一般主题的学习成果。尽管该方法确实要求学生学习药理事实的实践。例如，该格式不是记住副作用列表，而是需要利用副作用列表和有关它们的信息，以适当地建议患者如何应对每种副作用和/或建议治疗方法的改变。自从在内分泌药理学课程中实施此方法以来，解决问题检查的学生表现得到了提高。此外，学生对该方法的评价是非常积极的。

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