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Krol ES, Velázquez-Martínez CA, Jurgens TM, Albon SP. Medicinal chemistry curriculum and pedagogical practices at Canadian pharmacy schools: Towards standardization of practice. Curr Pharm Teach Learn 2024:102095. [PMID: 38755059 DOI: 10.1016/j.cptl.2024.04.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2023] [Revised: 03/16/2024] [Accepted: 04/17/2024] [Indexed: 05/18/2024]
Abstract
INTRODUCTION Medicinal chemistry instruction in PharmD programs at Canadian universities is considered an important foundational science. However, with few guidelines for the required content most programs have observed a decrease in hours of medicinal chemistry instruction. A Medicinal Chemistry Special Interest Group (SIG) was formed to address these issues nationally and initiated a pan-Canadian environmental scan to better understand the depth and breadth of medicinal chemistry instruction. METHODS The SIG carried out an environmental scan to identify medicinal chemistry content, delivery and assessments in PharmD programs in Canada. RESULTS Core medicinal chemistry concepts across the PharmD programs are in general agreement with those listed by the Accreditation Council for Pharmacy Education. Medicinal chemistry was typically taught as didactic lectures either as a standalone course or within a pharmacology course, although one program integrated some medicinal chemistry within therapeutics focused problem-based learning. There was no consistent time in program where medicinal chemistry occurred. CONCLUSIONS The SIG found that similar medicinal chemistry content is taught across all Canadian PharmD programs, but incorporation of medicinal chemistry in therapeutics courses was minimal. Core concepts within six high-level overarching themes that guide our collective instruction were identified. The core concepts require developing high-level cognitive processes such as knowledge application and synthesis that practicing pharmacists are expected to possess for entry to practice. We the authors posit that in addition to providing a unique tool for pharmacists to employ in therapeutic decision-making, medicinal chemistry also provides early practice of important problem-solving and critical thinking skills.
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Affiliation(s)
- Ed S Krol
- Drug Discovery and Development Group, University of Saskatchewan, College of Pharmacy and Nutrition, 107 Wiggins Rd, Saskatoon, SK S7N 5E5, Canada.
| | - Carlos A Velázquez-Martínez
- Faculty of Pharmacy and Pharmaceutical Sciences, University of Alberta, 2142-L Katz Group Centre for Research, 11315 - 87 Ave NW, Edmonton, AB T6G 2H5, Canada.
| | - Tannis M Jurgens
- Dalhousie University, College of Pharmacy, 5968 College St., Halifax, Nova Scotia B3H 4R2, Canada.
| | - Simon P Albon
- University of British Columbia, Faculty of Pharmaceutical Sciences, 2405 Wesbrook Mall, Vancouver, British Columbia V6T 1Z3, Canada.
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Guilding C, Kelly-Laubscher R, White P. The future of pharmacology education: a global outlook. Expert Rev Clin Pharmacol 2024; 17:115-118. [PMID: 38192241 DOI: 10.1080/17512433.2024.2302602] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2023] [Accepted: 01/03/2024] [Indexed: 01/10/2024]
Affiliation(s)
- Clare Guilding
- School of Medicine, Newcastle University, Newcastle Upon Tyne, UK
| | - Roisin Kelly-Laubscher
- Department of Pharmacology & Therapeutics, School of Medicine, College of Medicine and Health, University College Cork, Cork, Ireland
| | - Paul White
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, Melbourne, Australia
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Beckett E, Gaganis V, Bakker AJ, Towstoless M, Hayes A, Hryciw DH, Lexis L, Tangalakis K. Unpacking the Homeostasis Core Concept in Physiology: An Australian Perspective. Adv Physiol Educ 2023. [PMID: 37078527 DOI: 10.1152/advan.00141.2022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
Australia-wide consensus was reached on seven core concepts of physiology, which included Homeostasis, a fundamental concept for students to understand as they develop their basic knowledge of physiological regulatory mechanisms. The term homeostasis is most commonly used to describe how the internal environment of mammalian systems maintains relative constancy. The descriptor 'the internal environment of the organism is actively regulated by the responses of cells, tissues, and organs through feedback systems', was unpacked by a team of three Australian Physiology educators into five themes and 18 sub-themes arranged in a hierarchy. Using a 5-point Likert scale, the unpacked concept was rated by 24 physiology educators from 24 Australian Universities for level of importance and level of difficulty for students. Survey data was analyzed using a one-way ANOVA to compare between and within concept themes and sub-themes. There were no differences in main themes for level of importance, with all ratings between essential or important. The first theme, 'The organism has regulatory mechanisms to maintain a relatively stable internal environment, a process known as homeostasis' was almost unanimously rated as essential. Difficulty ratings for unpacked concept themes averaged between slightly difficult and moderately difficult. The Australian team concurred with published literature that there are inconsistencies in the way the critical components of homeostatic systems are represented and interpreted. We aimed to simplify the components of the concept so that undergraduates would be able to easily identify the language used and build on their knowledge.
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Affiliation(s)
- Elizabeth Beckett
- School of Biomedicine, University of Adelaide, Adelaide, South Australia, Australia
| | - Voula Gaganis
- College of Medicine and Public Health, Flinders University, Adelaide, South Australia, Australia
| | - Anthony J Bakker
- School of Human Sciences, University of Western Australia, Perth, WA, Australia
| | | | - Alan Hayes
- Institute of Health and Sport, Victoria University, Melbourne, Australia
| | - Deanne H Hryciw
- School of Environment and Science, Griffith University, Nathan, Queensland, Australia
| | - Louise Lexis
- School of Agriculture, Biomedicine and Environment, La Trobe University, Bundoora, VIC, Australia
| | - Kathy Tangalakis
- First Year College, Victoria University, Melbourne, Victoria, Australia
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Mitchell KM, Kramer M. Should the concepts chosen to guide concept-based curricula be threshold concepts? Nurse Educ Today 2023; 120:105614. [PMID: 36334545 DOI: 10.1016/j.nedt.2022.105614] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/25/2022] [Revised: 09/19/2022] [Accepted: 10/15/2022] [Indexed: 06/16/2023]
Abstract
In this paper we propose that the concepts guiding concept-based curricula should be threshold knowledge concepts. We briefly discuss some of the hurdles of current concept-based curricular designs and describe how the concepts themselves, paradoxically, might perpetuate the continued emphasis on content in nursing courses. Until now, threshold concept theory has not been part of the mainstream conversation about concept-based curricula. Threshold concepts act as portals to professional identity development and are recognized by their troublesome and transformative potential to enhance knowledge acquisition and change worldviews. This feature differentiates them from the core concepts often described within concept-based curriculum literature. The identification of threshold concepts in existing nursing courses might help structure curricular revision with the goal of enhancing transfer of learning and decreasing faculty resistance to the concept-based curricular approach.
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Affiliation(s)
- Kim M Mitchell
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, 89 Curry Place, Winnipeg, Manitoba R3T 2N2, Canada.
| | - Marnie Kramer
- College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, 89 Curry Place, Winnipeg, Manitoba R3T 2N2, Canada.
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Angelo TA, McLaughlin JE, Munday MR, White PJ. Defining core conceptual knowledge: Why pharmacy education needs a new, evidence-based approach. Curr Pharm Teach Learn 2022; 14:929-932. [PMID: 36055700 DOI: 10.1016/j.cptl.2022.07.014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/07/2021] [Revised: 06/06/2022] [Accepted: 07/13/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION No pharmacy program, however well-resourced, has sufficient time or resources to teach students all current, practice-relevant knowledge. And while the volume of potential pharmacy education curriculum content increases exponentially each year, available time for direct instruction continues to decline. Given these constraints, pharmacy curricula must focus on promoting deep learning of the most critical, fundamental, broadly applicable, and lasting knowledge. Yet, in terms of didactic knowledge, pharmacy education currently has no agreed upon, evidence-based criteria for determining which foundational concepts are most important to teach nor any research-based assessment tools to demonstrate how well students have learned those core concepts. PERSPECTIVE This lack of consensus regarding core conceptual knowledge makes disparities in learning outcomes both more likely to occur and less likely to be detected or addressed. Over the past 30 years, several scientific disciplines undergirding pharmacy have developed research-based lists of core concepts and related concept inventories, demonstrating their transformative educational potential. Core concepts are big, fundamental ideas that experts agree are critical for all students in their discipline to learn, remember, understand, and apply. Concept inventories are research-based, psychometrically validated, multiple-choice tests designed to uncover learners' prior knowledge and potential misconceptions and determine their depth of understanding of disciplinary core concepts. IMPLICATIONS This commentary proposes adapting and applying this evidence-based core concepts approach to enhance pharmacy education's overall effectiveness and efficiency and outlines an ongoing, multinational research initiative to identify and define essential pharmacy concepts to be taught, learned, and assessed.
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Affiliation(s)
- Thomas A Angelo
- UNC Eshelman School of Pharmacy, 301 Pharmacy Ln, Chapel Hill, NC 27599, United States.
| | - Jacqueline E McLaughlin
- Center for Innovative Pharmacy Education & Research, UNC Eshelman School of Pharmacy, 301 Pharmacy Ln, Chapel Hill, NC 27599, United States.
| | - Michael R Munday
- University of College London School of Pharmacy, 29-39 Brunswick Square, London WC1N 1AX, United Kingdom.
| | - Paul J White
- Monash University Faculty of Pharmacy and Pharmaceutical Sciences, 381 Royal Parade, Parkville, VIC 3052, Australia.
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van Hemmen JL. Mathematization of nature: how it is done. Biol Cybern 2021; 115:655-664. [PMID: 34837542 PMCID: PMC8642347 DOI: 10.1007/s00422-021-00914-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Natural phenomena can be quantitatively described by means of mathematics, which is actually the only way of doing so. Physics is a convincing example of the mathematization of nature. This paper gives an answer to the question of how mathematization of nature is done and illustrates the answer. Here nature is to be taken in a wide sense, being a substantial object of study in, among others, large domains of biology, such as epidemiology and neurobiology, chemistry, and physics, the most outspoken example. It is argued that mathematization of natural phenomena needs appropriate core concepts that are intimately connected with the phenomena one wants to describe and explain mathematically. Second, there is a scale on and not beyond which a specific description holds. Different scales allow for different conceptual and mathematical descriptions. This is the scaling hypothesis, which has meanwhile been confirmed on many occasions. Furthermore, a mathematical description can, as in physics, but need not be universally valid, as in biology. Finally, the history of science shows that only an intensive gauging of theory, i.e., mathematical description, by experiment leads to progress. That is, appropriate core concepts and appropriate scales are a necessary condition for mathematizing nature, and so is its verification by experiment.
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Affiliation(s)
- J Leo van Hemmen
- Physik Department T35, Technische Universität München, 85747, Garching bei München, Germany.
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Westergren T, Mølland E, Haraldstad K, Tellefsen Håland Å, Stamnes Köpp UM, Fegran L, Abildsnes E. Implementation of the norwegian 'Starting right' child health service innovation: implementation adjustments, adoption, and acceptability. BMC Health Serv Res 2021; 21:86. [PMID: 33485333 PMCID: PMC7824922 DOI: 10.1186/s12913-021-06096-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Accepted: 01/18/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND An increased and/or stable proportion of the child and adolescent population reports symptoms of impaired health, and the symptoms can be identified early. Therefore, structured child- and parent-reported outcome measures need to be implemented in child and school health services for decision support and identification of children at risk. We aimed to (a) qualitatively examine adjustments of active implementation from the pilot implementation of the Norwegian 'Starting Right' health service innovation including an online child health assessment tool and practical routines, and (b) measure practitioners´ adoption and parental acceptability. METHODS We used a mixed-methods design to qualitatively examine adjustments from working notes and meeting memoranda, and quantitatively assess adoption and acceptability from user rates provided by the systems log. Twenty-one child and school health nurses (CSHNs) from two child health centers participated in the implementation pilot of online health assessments in children aged 2-, 4- and 6-year. We used a deductive and narrative analysis approach using Fixsen et al.´s core implementation components to code and sort adjustments. RESULTS Core implementation components were adjusted throughout the pilot implementation. Researchers´ increased their availability in reciprocity with staff evaluation to integrate active implementation adjustments. We launched a project for improved data systems integration. The overall CSHNs adoption rate was satisfactory and higher in center A, where a medical secretary supported the nurses through the entire pilot phase, than in center B (96 vs. 55 %). Parental acceptability rate was overall high (77 %) with increased rates among parents of 6-year-old children (98 %) compared with younger ones (78-85 %), and in cases where both parents received the questionnaires. CONCLUSIONS The 'Starting Right' health service innovation implementation was actively adjusted by integration of core implementation components mainly based on staff evaluation. The CSHNs adopted the innovation which was also acceptable to parents.
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Affiliation(s)
- Thomas Westergren
- Faculty of Health and Sports Sciences, University of Agder, P.O. Box 422, 4604, Kristiansand, Norway. .,NORCE, Universitetsveien 19, 4630, Kristiansand, Norway.
| | - Eirin Mølland
- Faculty of Health and Sports Sciences, University of Agder, P.O. Box 422, 4604, Kristiansand, Norway.,NORCE, Universitetsveien 19, 4630, Kristiansand, Norway
| | - Kristin Haraldstad
- Faculty of Health and Sports Sciences, University of Agder, P.O. Box 422, 4604, Kristiansand, Norway
| | - Åshild Tellefsen Håland
- Faculty of Health and Sports Sciences, University of Agder, P.O. Box 422, 4604, Kristiansand, Norway.,Sørlandet Hospital, P.O. Box 416 Lundsiden, 4604, Kristiansand, Norway
| | | | - Liv Fegran
- Faculty of Health and Sports Sciences, University of Agder, P.O. Box 422, 4604, Kristiansand, Norway.,Sørlandet Hospital, P.O. Box 416 Lundsiden, 4604, Kristiansand, Norway
| | - Eirik Abildsnes
- Faculty of Health and Sports Sciences, University of Agder, P.O. Box 422, 4604, Kristiansand, Norway.,Kristiansand Municipality, P.O. Box 4, 4685, Nodeland, Norway
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Larkan F, Uduma O, Lawal SA, van Bavel B. Developing a framework for successful research partnerships in global health. Global Health 2016; 12:17. [PMID: 27154550 PMCID: PMC4859962 DOI: 10.1186/s12992-016-0152-1] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/30/2015] [Accepted: 04/21/2016] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND The Centre for Global Health, Trinity College Dublin has as one of its goals, strengthening health systems in developing countries. In realising this goal we work across more than 40 countries with third-level, civil society, government, private sector and UN partners. Each of these requires that different relationships be established. Good principles must guide all global health research partnerships. An exploratory research project was undertaken with research partners of, and staff within, the Centre for Global Health. The aim was to build an evidence-based framework. METHODS An inductive exploratory research process was undertaken using a grounded theory approach in three consecutive phases: Phase I: An open-ended questionnaire was sent via email to all identified partners. Phase II: A series of consultative meetings were held with the staff of the Centre for Global Health. Phase III: Data sets from Phases I and II were applied to the development of a unifying framework. Data was analysed using grounded theory three stage thematic analysis - open, axial and selective coding. RESULTS Relational and operational aspects of partnership were highlighted as being relevant across every partnership. Seven equally important core concepts emerged (focus, values, equity, benefit, leadership, communication and resolution), and are described and discussed here. Of these, two (leadership and resolution) are less often considered in existing literature on partnerships. CONCLUSIONS Large complex partnerships can work well if all parties are agreed in advance to a common minimum programme, have been involved from the design stage, and have adequate resources specifically allocated. Based on this research, a framework for partnerships has been developed and is shared.
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Affiliation(s)
- Fiona Larkan
- Centre for Global Health, Trinity College Dublin, Dublin, Ireland.
| | - Ogenna Uduma
- Centre for Global Health, Trinity College Dublin, Dublin, Ireland
| | - Saheed Akinmayọwa Lawal
- Department of Sociology/Psychology, OlabisiOnabanjo University, Ago-Iwoye, Ogun State, Nigeria
| | - Bianca van Bavel
- Centre for Global Health, Trinity College Dublin, Dublin, Ireland
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