Evaluating the quality of multiple-choice question pilot database: A global educator-created tool for concept-based pharmacology learning.

The Core Concepts of Pharmacology (CCP) initiative is developing educational resources to transform pharmacology education into a concept-based approach. This study evaluated the quality of global educator-created MCQs in generating items for the pharmacology concept inventory (PCI) instrument and developed as a resource for learning pharmacology fundamental concepts. A panel of 22 global pharmacology experts recruited from the CCP initiative research team participated in the MCQ pilot database design and evaluation. The quality analysis framework of the MCQs in the pilot database included four assessment tools: item writing guidelines (IWGs), Bloom's taxonomy, the CCP, and the MCQ design format. A two-phase evaluation process was involved, including inter-rater agreement on item quality, followed by resolving conflicts that occurred in quality assessment. The chi-square (χ2) test of independence and Cramer's V correlation tests were utilized to measure the relationship among quality assessment attributes. About 200 MCQs were gathered and 98% underwent expert evaluation. Nearly 80% addressed one or more CCP, with 52% designed using a context-dependent format. However, only 40% addressed higher levels of Bloom's cognitive domain and 10% adhered to all IWGs. A strong positive correlation was observed between the context-based item format and its effectiveness in assessing the higher cognitive domain, the main CCP and improved IWGs adherence. Context-based item construction can assess the higher cognitive skills and fundamental pharmacology concepts, showing potential for rigorous PCI development. The pilot database will store items to create the PCI, aiding the development of a concept-based pharmacology curriculum.

Defining and unpacking the core concepts of pharmacology: A global initiative.

BACKGROUND AND PURPOSE: Development of core concepts in disciplines such as biochemistry, microbiology and physiology have transformed teaching. They provide the foundation for the development of teaching resources for global educators, as well as valid and reliable approaches to assessment. An international research consensus recently identified 25 core concepts of pharmacology. The current study aimed to define and unpack these concepts. EXPERIMENTAL APPROACH: A two-phase, iterative approach, involving 60 international pharmacology education experts, was used. The first phase involved drafting definitions for core concepts and identifying key sub-concepts via a series of online meetings and asynchronous work. These were refined in the second phase, through a 2-day hybrid workshop followed by a further series of online meetings and asynchronous work. KEY RESULTS: The project produced consensus definitions for a final list of 24 core concepts and 103 sub-concepts of pharmacology. The iterative, discursive methodology resulted in modification of concepts from the original study, including change of 'drug-receptor interaction' to 'drug-target interaction' and the change of the core concept 'agonists and antagonists' to sub-concepts of drug-target interaction. CONCLUSIONS AND IMPLICATIONS: Definitions and sub-concepts of 24 core concepts provide an evidence-based foundation for pharmacology curricula development and evaluation. The next steps for this project include the development of a concept inventory to assess acquisition of concepts, as well as the development of case studies and educational resources to support teaching by the global pharmacology community, and student learning of the most critical and fundamental concepts of the discipline.

Developing an international concept-based curriculum for pharmacology education: The promise of core concepts and concept inventories.

Over recent years, studies have shown that science and health profession graduates demonstrate gaps in their fundamental pharmacology knowledge and ability to apply pharmacology concepts in practice. This article reviews the current challenges faced by pharmacology educators, including the exponential growth in discipline knowledge and competition for curricular time. We then argue that pharmacology education should focus on essential concepts that enable students to develop beyond 'know' towards 'know how to'. A concept-based approach will help educators prioritize and benchmark their pharmacology curriculum, facilitate integration of pharmacology with other disciplines in the curriculum, create alignment between universities and improve application of pharmacology knowledge to professional contexts such as safe prescribing practices. To achieve this, core concepts first need to be identified and unpacked, and methods for teaching and assessment using concept inventories developed. The International Society for Basic and Clinical Pharmacology Education Section (IUPHAR-Ed) Core Concepts of Pharmacology (CCP) initiative involves over 300 educators from the global pharmacology community. CCP has identified and defined the core concepts of pharmacology, together with key underpinning sub-concepts. To realize these benefits, pharmacology educators must develop methods to teach and assess core concepts. Work to develop concept inventories is ongoing, including identifying student misconceptions of the core concepts and creating a bank of multiple-choice questions to assess student understanding. Future work aims to develop and validate materials and methods to help educators embed core concepts within curricula. Potential strategies that educators can use to overcome factors that inhibit adoption of core concepts are presented.

A GIS-based methodology for predicting walking track stability.

To manage extensive walking track (trail) systems effectively, managers need information about the condition, stability and likely rates of deterioration of tracks. This information may be impractical to obtain from ground inspections, particularly if the track systems of interest encompass hundreds or even thousands of kilometres of tracks. Two trials were undertaken in Tasmania, Australia to assess the practicality of using a GIS-based methodology to predict track 'types', types being classes of environmental and track-orientation variables that are associated with characteristic rates of widening and erosion as tracks develop. In the first trial, type values previously measured at 500 18 m long monitoring sites located across a wide range of environments were compared with those predicted for 50-75 m long track segments that included or overlapped the sites. In the second trial, the type values of 300 75 m track segments distributed across five tracks were measured in the field and predicted using a refined version of the methodology. The reliability of the methodology was slightly improved in the second trial, in which 50% of the predictions were accurate and 38% were out by one category. Predictions of the statistical distribution of types were prone to bias due to local conditions on individual tracks, but agreed closely with the measured distribution across the entire data set. The methodology was used to assess track types across the 1700 km track system managed by the Tasmanian Parks and Wildlife Service, as a basis for identifying and prioritising management responses including track stabilisation works. It is likely that with further refinement and with better GIS information, the methodology could reliably predict the stability of individual tracks.

Monitoring and modelling walking track impacts in the Tasmanian Wilderness World Heritage Area, Australia.

A program has been developed for monitoring the condition of unimproved walking tracks on a 1000-km track system in Western Tasmania, and it has been used as the basis of an eight-year study of track-impact development. The monitoring technique involves measuring track depth and two track-width indicators at permanently marked and widely dispersed sites, each site comprising ten transects located at 2-m intervals. Sites have been 'typed' on the basis of track slope, drainage and substrate characteristics, and the typing scheme has been tested and refined by assessing the relationship between type-usage groups and observed impacts. Analysis reveals that track depth and rates of erosion are strongly influenced by track type and to a lesser extent by usage, while track width is influenced mainly by usage and track bogginess. The time-invariant variable 'usage gradient' was introduced to compensate for the fact that usage levels on most walking tracks in Western Tasmania have varied over time. Data derived from multiple inspections at 2-3 year intervals since 1994 from over 250 sites have been used to derive impact/time curves for different type-'usage gradient' groups. Each of the impact variables can be approximated by the formula m = alphatBeta, where m is the expected value of the impact variable, t is chronological time, and alpha and Beta are constants characteristic of the impact variable and type-'usage gradient' group in question. The typing scheme and impact-development model have the potential to be used for systematically describing and predicting impacts over extensive systems of 'typed' tracks. The implications of these findings for the ongoing monitoring, sitting and management of walking tracks are discussed.