Clinical Pharmacology Curriculum Research Articles

Evaluation of online clinical pharmacology curriculum resources for medical students.

AimsTo identify and evaluate clinical pharmacology (CP) online curricular (e‐Learning) resources that are internationally available for medical students.MethodsLiterature searches of Medline, EMBASE and ERIC databases and an online survey of faculty members of international English language medical schools, were used to identify CP e‐Learning resources. Resources that were accessible online in English and aimed to improve the quality of prescribing specific medications were then evaluated using a summary percentage score for comprehensiveness, usability and quality, and for content suitability.ResultsOur literature searches and survey of 252 faculty (40.7% response rate) in 219 medical schools identified 22 and 59 resources respectively. After screening and removing duplicates, 8 eligible resources remained for evaluation. Mean total score was 53% (standard deviation = 13). The Australian National Prescribing Curriculum, ranked highest with a score of 77%, based primarily on very good ratings for usability, quality and suitable content.ConclusionUsing a novel method and evaluation metric to identify, classify, and rate English language CP e‐Learning resources, the National Prescribing Curriculum was the highest ranked open access resource. Future work is required to implement and evaluate its effectiveness on prescribing competence.

Discovering interprofessional competencies within a clinical pharmacology curriculum

Abstract Background Medication-related problems are a serious concern for the healthcare system, and many could be prevented with effective communication and teamwork including patients as team members. Purpose In an attempt to strengthen students' medication management skills, we implemented a clinical pharmacology curriculum at one medical school's regional campus and had the opportunity to test the curriculum in two different contexts. Method The course for third year medical students was taught twice: once interprofessionally with nurse practitioner, undergraduate medicine, and pharmacy learners, and once with medical students only. Differences between the two medical student cohorts were assessed both quantitatively and qualitatively. Discussion The clinical pharmacology curriculum significantly increased students' self-reported confidence with medication-related tasks compared to baseline for both cohorts of learners. Compared to the uniprofessional group, the interprofessional cohort of learners also gained a new appreciation for the roles and unique contributions other professions add to patient care. Conclusion Adding clinical pharmacology concepts to the curriculum improved students' comfort with performing medication-related tasks, and the addition of interprofessional partners led to a new awareness and respect for the roles of other professions.

Pharmacogenetics: data, concepts and tools to improve drug discovery and drug treatment.

Variation in the human genome is a most important cause of variable response to drugs and other xenobiotics. Susceptibility to almost all diseases is determined to some extent by genetic variation. Driven by the advances in molecular biology, pharmacogenetics has evolved within the past 40 years from a niche discipline to a major driving force of clinical pharmacology, and it is currently one of the most actively pursued disciplines in applied biomedical research in general. Nowadays we can assess more than 1,000,000 polymorphisms or the expression of more than 25,000 genes in each participant of a clinical study – at affordable costs. This has not yet significantly changed common therapeutic practices, but a number of physicians are starting to consider polymorphisms, such as those in CYP2C9, CYP2C19, CYP2D6, TPMT and VKORC1, in daily medical practice. More obviously, pharmacogenetics has changed the practices and requirements in preclinical and clinical drug research; large clinical trials without a pharmacogenomic add-on appear to have become the minority. This review is about how the discipline of pharmacogenetics has evolved from the analysis of single proteins to current approaches involving the broad analyses of the entire genome and of all mRNA species or all metabolites and other approaches aimed at trying to understand the entire biological system. Pharmacogenetics and genomics are becoming substantially integrated fields of the profession of clinical pharmacology, and education in the relevant methods, knowledge and concepts form an indispensable part of the clinical pharmacology curriculum and the professional life of pharmacologists from early drug discovery to pharmacovigilance.

Establishment of a clinical pharmacology curriculum in a community‐based medical school

Clinical Pharmacology & Therapeutics (2003) 73, P95–P95; doi:

Teaching rational prescribing: a new clinical pharmacology curriculum for medical schools.

In most U.S. and Canadian medical schools, pharmacology is taught during the preclinical year 2 of the 4-year-long curriculum. This is despite the fact that medical school graduates and residency directors have identified teaching rational therapeutics as a priority. Hence, we have developed a core curriculum in clinical pharmacology for 4th-year medical students that builds on the core principles of rational therapeutics described by Nierenberg 10 years ago (Nierenberg, DW. Clin Pharmacol Ther 1990; 48:606-610). Here we report on our 3-year experience teaching this course, which addresses the following teaching objectives: to teach medical students on how to (1) critically evaluate medications; (2) obtain a complete medication history including herbal and over-the-counter medications; (3) apply pharmacokinetic principles to clinical practice; (4) recognize and report adverse drug events and interactions; (5) optimize pain management; (6) recognize and treat substance abuse and poisoning; and (7) prescribe rationally regardless of prescribing environment. Student assessment was in the form of multiple-choice and formative oral examinations, which were validated against the clinical part of the U.S. medical licensing examination. The course significantly increased the student rating of clinical pharmacology teaching measured by a national survey of U.S. medical school graduates. We conclude that this course may be useful for teaching rational prescribing to medical students. With the guidance and educational material provided by this article, a successful implementation of such a course should be possible in most medical schools.

1999 ASCPT clinical pharmacology curriculum review course

1999 ASCPT clinical pharmacology curriculum review course

1996 ASCPT clinical pharmacology curriculum review course.

Clinical Pharmacology & Therapeutics (1995) 58, 700–700; doi:

1995 ASCPT Clinical Pharmacology Curriculum Review Course

Clinical Pharmacology & TherapeuticsVolume 56, Issue 6 p. 697-697 Notes of the American Society for Clinical Pharmacology and Therapeutics 1995 ASCPT Clinical Pharmacology Curriculum Review Course First published: December 1994 https://doi.org/10.1038/clpt.1994.198AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Abstract The 4th Annual Curriculum Review Course will be held March 17–18, 1995, following the ASCPT Annual Meeting. The course is designed to review topics of broad interest to clinical pharmacologists. This year's course integrates new developments in pertinent areas with a review of core principles combining didactic sessions with an expanded selection of interactive workshops. Areas to be covered include pharmacokinetics, principles of drug action, drug use in the geriatric, pediatric and obstetric patient populations, the FDA and regulatory affairs, clinical trial design, drug interactions, and workshops focused on specific therapeutic areas. The Course is appropriate for individuals interested in reviewing the discipline or desiring an update in key areas, as well as those preparing for the Board examinations. Please use the combined annual meeting and course registration from included in this issue of the JOURNAL to register. Clinical Pharmacology and Therapeutics (1994) 56, 697–697; doi:10.1038/clpt.1994.198 Volume56, Issue6December 1994Pages 697-697 RelatedInformation

1994 ASCPT Clinical Pharmacology Curriculum Review Course—April 1-2, 1994

1994 ASCPT Clinical Pharmacology Curriculum Review Course—April 1-2, 1994

Clinical Pharmacology Curriculum Review Course

Clinical Pharmacology and Therapeutics (1992) 52, 668; doi:10.1038/clpt.1992.205

Defining the true therapeutics and clinical pharmacology curriculum in a Canadian medical school: implications for change.

Concern over rational drug therapy has led to the close scrutiny of clinical pharmacology and therapeutics teaching. Course syllabuses and timetables portray the official curriculum but rarely reflect true pharmacology and content. The teaching of clinical pharmacology and therapeutics can be uniquely and comprehensively analyzed with a computer-based curriculum data base that has the capacity to identify overlap, integration, omissions, and correlations. We have developed such a system and applied it to the analysis of one medical school curriculum. Pharmacology and therapeutics teaching represents 22% of the curriculum; however, the majority occurs outside the pharmacology-controlled courses. Overlap is extensive and unplanned. Our data indicate that the true curriculum differs greatly from that in curriculum schedules and probably from that in the minds of most curriculum planners and teachers. Collaboration among pharmacologists and clinical pharmacologists and many other curriculum officers and teachers is essential if education in this area is to be improved.

S2A14305) - Clinical pharmacology curriculum -- emphasizing choice of drug and drug evaluation.

S2A14305) - Clinical pharmacology curriculum -- emphasizing choice of drug and drug evaluation.

S2A14303) - The clinical pharmacology curriculum at Hokkaido University School of Medicine.

S2A14303) - The clinical pharmacology curriculum at Hokkaido University School of Medicine.

S2A14302) - Scope of clinical pharmacology curriculum in medical school.

S2A14302) - Scope of clinical pharmacology curriculum in medical school.