Instructors and Learners' Opinions on Pharmacology Curriculum

• Main Authors: Ting-Yu Chen, 陳亭羽
• Other Authors: Sun-Yran Chang
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/86211969773946478722

碩士 === 國防醫學院 === 公共衛生學研究所 === 96 === The establishment of the physician's professional knowledge depends on the basic courses taught in the medical colleges. Therefore it is quite important for the students of medical schools to obtain effectively the necessary medical knowledge and technique to match up the clinical needs. Pharmacology is one of the most important subjects to connect the basic and clinical courses. It is the only related basic course with the writing out the prescription. In view of the importance of the pharmacological courses to the clinical work, the research probes into both of the instructors and learners’ views of the above courses and probe further into the pharmacological courses and the relations between writing out the prescription with the reform of pharmacological courses. We carried out our questionnaire survey directing against the intern medical students and the pharmacological teachers. What follows are the main findings from the 467 retrieved valid questionnaires: 1.Both the instructors and learners thought that the pharmacological courses were helpful and had relation to writing out the prescription. 2.The interns’ self-evaluation toward pharmacological knowledge was inadequate. As for the pharmacology and the clinical connection, although both the instructors and learners thought that it was important to have the experiments, yet the recent experimental courses were not qualified for the clinical needs. 3.As regards curriculum integration and the set up of the courses on clinical pharmacology/drug therapeutics, the instructors and learners showed great willingness. Nevertheless, most learners didn't accept the courses if they were proceeded with problem-based learning (PBL). 4.Effective predicting factors of writing out prescription including the viewpoint of pharmacological courses matching up with the clinical treatment, the viewpoints of implementation of the lessons being asynchronous distance learning, the viewpoints of the medical training needs in intern period and the leaning effects of the students and the intern hospitals. 5.Effective predicting factors of the needs of pharmacological experiments including the viewpoints in the pharmacological courses matching up with the clinical treatment and percentage of experiments to implement PBL teaching. 6.Effective predicting factors of phamacological curriculum integration including the pharmacological courses matching up with the clinical treatment and the teaching methods of being helpful to self-learning. 7.Effective predicting factors of clinical pharmacology/the set up of medical treatment courses including the viewpoint of the small classes implementation, the viewpoint of medical training needs during intern and the percentage of experiment to implement PBL teaching. There are some suggestions proposed based on the study findings: 1.The basic courses should match up with the clinical treatment. 2.To enhance the horizontal integration of the courses. 3.To develop the important function of the pharmacological experiment fully. 4.To enhance the communication of medical schools. 5.To enlarge the study targets and to probe into the effect of the short-term courses intervened in the follow-up researches.