Analysis of the integration of medical pharmacology curricula across the preclinical continuum using diverse and innovative approaches
Authors: Gorman A. Laurel 
Published: November 2023

In the age of the disappearing medical school pharmacology course, integrating critical pharmacology teaching effectively is challenging but necessary. Additionally, the progression of medical education curricula toward more active learning with less disciple‐based instruction has limited didactic and temporal allotments for pharmacology teaching, dictating that educators develop innovative and efficient methods to integrate pharmacology with other foundational and clinical sciences. At the emerging University of Florida College of Medicine (UCF COM), all basic sciences are integrated into the first and second year modules using a hybrid curricular structure incorporating computer and simulations case‐based instruction, didactic sessions, and online learning modalities. Using the Association of Medical School Pharmacology Chairs (AMSPC) medical pharmacology knowledge objectives as a road map, we have analyzed and refined our pharmacology curriculum to ensure appropriate quantity, quality, and depth of medical pharmacology coverage. In the context of this abstract, we now share our model for integrating pharmacology across the preclinical years. Our analysis supports that pharmacology at UCF COM is integrated horizontally with other foundational sciences in first year courses and second year systems‐based modules with a total of 104 teaching contact hours (TCH) devoted predominately to core pharmacology concepts listed in the AMSPC knowledge objectives. Further, vertical integration is supported by an additional 118 TCH hrs devoted to clinically integrated or faculty team‐taught sessions containing varying degrees of pharmacology reinforcement or therapeutic applications. Pedagogical analysis supports that pharmacology is being taught using a diverse spectrum of traditional and innovative approaches, including the active learning methods of high fidelity medical simulations (TCH:40hrs), case‐based collaborative small group sessions (TCH:47hrs), team‐based learning (TCH:17hrs) and interactive electronic games (TCH:8hrs). Analysis of coverage has revealed the challenges within an integrated curricular structure of covering critical foundational concepts, such as some areas of autonomic pharmacology, that don't fit into specific therapeutic or systems‐based categories. Additionally, our analysis confirms deficiencies in clinical therapeutics coverage due to challenges, such as logistical and temporal barriers, in implementation of clinical pharmacology educational content in the clerkship years. In conclusion, we present an effective model for integrating pharmacology across the preclinical years using diverse pedagogies. Our analysis shows the need for improvement in integration between the preclinical and clinical years to support effective integration of pharmacotherapeutics across the 4 year continuum of medical education. Informed by the results of our analysis, we also suggest expanding the use of non‐didactic pedagogy employed effectively to teach pharmacology in the preclinical years to support pharmacotherapeutics teaching in clerkship and at distant educational locations.