Novel Teaching Approaches in Pharmacology

With the turn of the century, modern pharmacology has emerged as an increasingly distinct discipline with a recognized career training pathway. In recent years undergraduate training in pharmacology has been revolutionized with adoptions of new methods of teaching that focus on supportive learning through novel teaching approaches like small group discussions, role plays, computer assisted learning,using audio-visual aids, clinical and community pharmacology studies . These are being adopted by more and more medical colleges at both postgraduate and undergraduate levels “Small Groups Discussions”(1) are an important component of teaching. The group enables the students to bring the problems to a platform , where they can be shared with peers and can be solved by trying out different approaches with a special focus on the P-drug concept (P-therapy and P-treatment). Another advantageous approach is “Use of Structured Role Play”(1) which involves construction of imaginative scenarios that help students to explore new concepts and practise new skills that can help them to learn creativity about number of areas that might not otherwise seem very interesting. Recently computers have made a great impact in the field of education and are being used to teach difficult concepts through simulated models. Internet is being used extensively by students to do research work. Computer Assisted Teaching (CAT) of animal experiments in pharmacology is helpful both for the students and the teachers in understanding the basis of pharmacodynamics and pharmacokinetics (2). CD containing CAL (Computer assisted learning) software for teaching animal practicals can prove to be a revolution in pharmacological teaching. “Pharma tutor” section of the CD containing pharmacokinetic demonstrations (after oral, intravenous etc. administration of drugs), pharmacodynamic effects of sympathomimetic/ parasympathomimetic drugs on heart and pharmacodynamic effect of cholinergic and neuromuscular blocking drugs on skeletal muscles is really a tutor in itself (2). Simulated dog practical which had been the backbone of postgraduate learning since very long is not feasible because of restrictions on the animal experiments. However, with the use of the CD demonstrating effects of various drugs on dog’s heart and respiration, one can understand the complexity of the autonomic nervous system with clarity. In our Institute with the help of this CD “dog” practical was conducted successfully in the postgraduate examination conducted in Feb 04.The role of computer is not only restricted to the animal experimental teaching but also in the promotion of rational and evidence based medical care and medication use by the development of communication systems by the internet (collaborative online learningCOL) (3). The development of "Electronic Hospital Libraries" allows for more sophisticated methods. Databases like Medline allow for personal research profiles to be set up and searched regularly, with the results delivered automatically to a desktop (4). Teaching of medical students can benefit from a seamless progression from basic principles through clinical pharmacology and then on to applied therapeutics (5). Inclusion of Critical Evaluation of Community Pharmacological and Clinical Pharmacological case study in the pharmacology practical teaching curriculum is another milestone in bridging the gap between experimental pharmacologist and clinical pharmacologist or laboratory scientist and prescribing practioner. Traditionally, medical education at both postgraduate and undergraduate levels has focused on competence – that