Effectiveness of three-dimensional visualisation on undergraduate nursing and midwifery students' knowledge and achievement in pharmacology: A mixed methods study.

BACKGROUND: Historically nursing and midwifery students have reported difficulty understanding the concept-based science underpinning the interactions between drugs and their targets. This knowledge is crucial for the administration and monitoring of the therapeutic and adverse effects of medications. Immersive three-dimensional technology is reported to enhance understanding of complex scientific concepts but the physical effects of motion sickness may limit its use. OBJECTIVES: This project compared the effectiveness of three-dimensional immersive visualisation technology with two-dimensional visualisation technology as a teaching method to improve student understanding of a pharmacological concept, and to assess levels of student discomfort and satisfaction associated with the experience. DESIGN: Traditional lecture content and presentation about drug-receptor binding was followed by exposure to either a two- or three-dimensional artifact visualising ß-adrenoceptor binding. Two student groups were compared by type of exposure: Group 1 watched the artifact via a three-dimensional immersive facility and Group 2 on a wide, two-dimensional screen. SETTINGS: School of Nursing and Midwifery in a regional university in Southeast Queensland, Australia. PARTICIPANTS: Two hundred and two second year undergraduate nursing and midwifery students. METHODS: The study used mixed methods methodology. Pre- and post- testing of student knowledge was collected using five multiple-choice questions. A post-intervention survey elicited students' self-assessed perceptions of discomfort and satisfaction with the learning experience. RESULTS: The three-dimensional immersive learning experience was comparable to the two-dimensional experience in terms of satisfaction and comfort but resulted in statistically significant improvements in post-test scores. CONCLUSIONS: The three-dimensional experience improved understanding when compared to two-dimensional viewing, satisfied students leaning needs, and caused minimal discomfort. The results are encouraging in terms of using three-dimensional technology to enhance student knowledge of pharmacological concepts necessary for competency in medication management.

Just Say Know to Drugs! A High School Pharmacology Enrichment Program for a Rural Population.

CONTEXT: Just Say Know to Drugs! is a summer pharmacology enrichment program for high school students. First-year osteopathic medical students serve as teachers, introducing students to pharmacology while acquiring teaching skills. OBJECTIVE: To assess the effects of a pharmacology program on high school students and to understand the effects of teaching this program on first-year osteopathic medical students. METHODS: The influence of a pharmacology STEM (science, technology, engineering, and mathematics) enrichment program on high school students' career interests and student teacher preparedness was determined by a pre- and posttest, as well as a postprogram survey. RESULTS: Data from all 37 participating high school students and 10 of 16 student teachers (medical students and undergraduate assistants) were evaluated in the study. Survey findings suggested that this STEM program increased student awareness and knowledge of pharmacology, osteopathic medicine, and scientific research. Furthermore, student teachers thought that they developed the necessary skills to communicate and educate populations with diverse science backgrounds and comprehension levels. The immersion of high school students in the scientific content significantly increased student awareness of pharmacology (paired t test, P<.0001). CONCLUSION: The Just Say Know to Drugs! program delivered benefits for both high school students and student teachers.

[Pharmacology education in nursing: what should be taught and how? - from Western to Chinese medicine].

Doctors give prescriptions after considering the medical conditions of patients. Pharmacists check the prescription and give information about the effects of the drugs to the patients, including their side effects. Nurses observe patients to determine the effects and side effects of the administered drugs, and then report these to doctors. Each specialist plays a role, allowing medication to be completed. However, in order to fully attain the effects of a drug, we need to consider the method of its administration. For example, it is difficult to attain the effects of laxatives for a person who eats irregularly; however, they are uniformly administered. Pharmacology education in nursing focuses on the mechanism of drugs and the way of maintaining their therapeutic effects and safeness, based on the viewpoint of "curing". Furthermore, nursing science focuses on the differences in efficacy depending on the characteristics of a patient, and also on the side effects of drugs, based on the viewpoint of "caring". However, education where care and cure are integrated needs to be provided, so that nurses can acquire applied skills to consider individual patient's bodies, lives, and psychological situations comprehensively, and then suggest the optimal method of administration. Also, there is Eastern medicine as well as Western medicine. Administration of Chinese medicine should be related to the patient's lifestyle. Nurses have to learn how each medicine is related to the patient's lifestyle, and what aspects in the patient they have to focus on.

Farmacovigilancia en el programa de Farmacología de la carrera de Medicina / Pharmacovigilance in the program of Pharmacology of Medicine pre-grade studies

Introducción: la Farmacología como ciencia es muy amplia, y comprende todos los aspectos relacionados con los fármacos o medicamentos. Constituye el sustento científico de la terapéutica que se imparte en todas las asignaturas clínicas. Objetivo: identificar los contenidos de farmacovigilancia en el programa de la asignatura de Farmacología en la carrera de Medicina. Materiales y Métodos: estudio descriptivo transversal que constató la presencia de la farmacovigilancia en el programa de Farmacología de la carrera de Medicina. Se aplicó una metodología propuesta para el análisis documental. Resultados: el análisis de los documentos arrojó que en los objetivos educativos de la Farmacología se encuentra: desarrollar una concepción, conducta y actuación que contribuyan a la educación en el uso racional y científico de los medicamentos, en todos los niveles de atención de la salud con énfasis en la primaria. Se incluyen los principales grupos de sustancias tendentes a ocasionar dependencia en el hombre, así como la aplicación de los conocimientos sobre las bases farmacológicas de la dependencia o adicción. Se constató la existencia de ejemplos de plantas medicinales y medicamentos herbarios que pueden producir reacciones adversas o interacciones con medicamentos. Conclusiones: los estudiantes de Medicina deben recibir formación sobre los principios de la prescripción racional antes de participar en la asistencia médica. Incorporar el estudio de la seguridad de los medicamentos desde la óptica del consumo, puede traducirse tanto en términos beneficiosos como perjudiciales, esta última condición se refleja en las reacciones adversas que pueden aparecer siempre que haya exposición a un fármaco (AU).

Introduction: Pharmacology is very wide as a science, and includes all the aspects related with the drugs or medications. It is the scientific support of the therapeutics that is taught in all the clinical subjects. Objective: to identify the pharmacovigilance contents in the program of the subject Pharmacology in the Medicine pre-grade studies. Materials and Methods: descriptive, cross-sectional study stating the presence of pharmacovigilance in the Pharmacology program of the Medicine pre-grade studies. A methodology proposed for the documental analysis was used. Results: the documental analysis showed that among the Pharmacology educative aims are: to develop a conception, behaviour and performance contributing to the training in the rational and scientific use of medications in all the levels of the health care, with emphasis in the primary one. There are included the main groups of substances tending to create dependence in people, and also the application of the knowledge on the pharmacological bases of dependence and addiction. It was stated the existence of medicinal plants and herbal medicines that could produce adverse reactions or interactions with medications. Conclusions: Medicine students should be trained on the principles of rational prescription before participating in medical care. Studying medications security from the point of view of their consumption may have both, beneficial and harmful effect. The last ones reveals in adverse reactions that may appear always when there is exposition to a medication (AU).

Farmacovigilancia en el programa de Farmacología de la carrera de Medicina / Pharmacovigilance in the program of Pharmacology of Medicine pre-grade studies

Introducción: la Farmacología como ciencia es muy amplia, y comprende todos los aspectos relacionados con los fármacos o medicamentos. Constituye el sustento científico de la terapéutica que se imparte en todas las asignaturas clínicas. Objetivo: identificar los contenidos de farmacovigilancia en el programa de la asignatura de Farmacología en la carrera de Medicina. Materiales y Métodos: estudio descriptivo transversal que constató la presencia de la farmacovigilancia en el programa de Farmacología de la carrera de Medicina. Se aplicó una metodología propuesta para el análisis documental. Resultados: el análisis de los documentos arrojó que en los objetivos educativos de la Farmacología se encuentra: desarrollar una concepción, conducta y actuación que contribuyan a la educación en el uso racional y científico de los medicamentos, en todos los niveles de atención de la salud con énfasis en la primaria. Se incluyen los principales grupos de sustancias tendentes a ocasionar dependencia en el hombre, así como la aplicación de los conocimientos sobre las bases farmacológicas de la dependencia o adicción. Se constató la existencia de ejemplos de plantas medicinales y medicamentos herbarios que pueden producir reacciones adversas o interacciones con medicamentos. Conclusiones: los estudiantes de Medicina deben recibir formación sobre los principios de la prescripción racional antes de participar en la asistencia médica. Incorporar el estudio de la seguridad de los medicamentos desde la óptica del consumo, puede traducirse tanto en términos beneficiosos como perjudiciales, esta última condición se refleja en las reacciones adversas que pueden aparecer siempre que haya exposición a un fármaco (AU).

Introduction: Pharmacology is very wide as a science, and includes all the aspects related with the drugs or medications. It is the scientific support of the therapeutics that is taught in all the clinical subjects. Objective: to identify the pharmacovigilance contents in the program of the subject Pharmacology in the Medicine pre-grade studies. Materials and Methods: descriptive, cross-sectional study stating the presence of pharmacovigilance in the Pharmacology program of the Medicine pre-grade studies. A methodology proposed for the documental analysis was used. Results: the documental analysis showed that among the Pharmacology educative aims are: to develop a conception, behaviour and performance contributing to the training in the rational and scientific use of medications in all the levels of the health care, with emphasis in the primary one. There are included the main groups of substances tending to create dependence in people, and also the application of the knowledge on the pharmacological bases of dependence and addiction. It was stated the existence of medicinal plants and herbal medicines that could produce adverse reactions or interactions with medications. Conclusions: Medicine students should be trained on the principles of rational prescription before participating in medical care. Studying medications security from the point of view of their consumption may have both, beneficial and harmful effect. The last ones reveals in adverse reactions that may appear always when there is exposition to a medication (AU).

An Investigation into Dental Local Anaesthesia Teaching in United Kingdom Dental Schools.

AIM: To review the current teaching of the use and administration of local anaesthesia in United Kingdom dental schools, along with their local guidelines and protocols. METHODS: A qualitative and quantitative questionnaire was sent to sixteen UK dental schools to probe the methods of local anaesthetic teaching within each school. RESULTS: 14 of the 16 schools replied and the responses show a variety of practices being taught in the dental schools. 2% Lidocaine 1:80,000 Adrenaline is the first choice local anaesthetic solution for the majority of clinical situations. CONCLUSION: 2% Lidocaine with 1:80,000 Adrenaline remains the gold standard dental local anaesthetic with teaching about its safety and uses in all but a few situations. Most are taught the use of additional aids such as safety syringes and topical anaesthesia. There is variation with regards to the use of alternative anaesthetic agents.

PROFESSOR MIKHAIL P. NIKOLAEV AND RUSSIAN PHARMACOLOGY.

Various stages of life, scientific research and pedagogical activity of Prof. Mikhail P. Nikolaev are considered. The importance of his works in drug evaluation, endocrinological pharmacology, pharmacology of heart and vessels, pathological pharmacology, and discovery of drugs for organotherapy is shown. Prof. M. P. Nikolaev's effort in training research staff and teachers in pharmacology and his own teaching experience in medical and pharmaceutical universities are summarized. The activity of Prof. M. P. Nikolaev in military pharmacology is analyzed. The role of Prof. M. P. Nikolaev in establishing Russian journal Farmakologiya i Toksikologiya (Parmacology and Toxicology) and creating All-Union Scientific Society of Pharmacologists in the USSR is emnhasized.

Tutor inteligente móvil para el aprendizaje de plantas medicinales y sus beneficios / Intelligent mobile tutor for learning medicinal plants and their benefits

Hoy en día los dispositivos móviles se han convertido en uno de los usos más importantes para el ser humano en su diario vivir, para diferentes fines como los juegos, recabar información, enviar, recibir fotos, navegación por internet, educación en distintas áreas, entre otras. La presente tesis "Tutor Inteligente Móvil para el aprendizaje de plantas medicinales y sus beneficios", dictada para los estudiantes del área de Farmacología, para un mejor rendimiento en su aprendizaje ­ enseñanza, el cual les brinda información accesible acerca del tema y de forma interactiva, brindando así una herramienta novedosa, portátil y accesible en cualquier momento a los estudiantes para poder reforzar su aprendizaje en clases. Para la presente tesis se utiliza la combinación de las metodologías ISE (Ingeniería de Software Educativo) propuesta por Galvis, y la metodología Mobile-D, que es una metodología para el desarrollo de aplicaciones móviles con sistema operativo Android. Para el desarrollo del prototipo, se cuenta con el modulo estudiante, modulo dominio, modulo evaluación y modulo tutor. En los resultados obtenidos una vez implementado el prototipo tutor inteligente móvil en el ambiente social, con pruebas realizadas en estudiantes del área de Farmacología, se concluyó que el prototipo tutor inteligente móvil contribuye en el mejoramiento del aprendizaje. (AU)

Let's 'play' with molecular pharmacology.

BACKGROUND: Understanding concepts of molecular mechanisms of drug action involves sequential visualization of physiological processes and drug effects, a task that can be difficult at an undergraduate level. Role-play is a teaching-learning methodology whereby active participation of students as well as clear visualization of the phenomenon is used to convey complex physiological concepts. However, its use in teaching drug action, a process that demands understanding of a second level of complexity over the physiological process, has not been investigated. We hypothesized that role-play can be an effective and well accepted method for teaching molecular pharmacology. METHODS: In an observational study, students were guided to perform a role-play on a selected topic involving drug activity. Students' gain in knowledge was assessed comparing validated pre- and post-test questionnaires as well as class average normalized gain. The acceptance of role-play among undergraduate medical students was evaluated by Likert scale analysis and thematic analysis of their open-ended written responses. RESULTS: Significant improvement in knowledge (P < 0.001) was noted in the pre- to post-test knowledge scores, while a high gain in class average normalized score was evident. In Likert scale analysis, most students (93%) expressed that role-play was an acceptable way of teaching. In a thematic analysis, themes of both strengths and weaknesses of the session emerged. DISCUSSION: Role-play can be effectively utilized while teaching selected topics of molecular pharmacology in undergraduate medical curricula.

Evaluation of a filmed clinical scenario as a teaching resource for an introductory pharmacology unit for undergraduate health students: A pilot study.

BACKGROUND: Simulation is frequently being used as a learning and teaching resource for both undergraduate and postgraduate students, however reporting of the effectiveness of simulation particularly within the pharmacology context is scant. OBJECTIVES: The aim of this pilot study was to evaluate a filmed simulated pharmacological clinical scenario as a teaching resource in an undergraduate pharmacological unit. DESIGN: Pilot cross-sectional quantitative survey. SETTING: An Australian university. PARTICIPANTS: 32 undergraduate students completing a healthcare degree including nursing, midwifery, clinical science, health science, naturopathy, and osteopathy. METHODS: As a part of an undergraduate online pharmacology unit, students were required to watch a filmed simulated pharmacological clinical scenario. To evaluate student learning, a measurement instrument developed from Bloom's cognitive domains (knowledge, comprehension, application, analysis, synthesis and evaluation) was employed to assess pharmacological knowledge conceptualisation and knowledge application within the following fields: medication errors; medication adverse effects; medication interactions; and, general pharmacology. RESULTS: The majority of participants were enrolled in an undergraduate nursing or midwifery programme (72%). Results demonstrated that the majority of nursing and midwifery students (56.52%) found the teaching resource complementary or more useful compared to a lecture although less so compared to a tutorial. Students' self-assessment of learning according to Bloom's cognitive domains indicated that the filmed scenario was a valuable learning tool. Analysis of variance indicated that health science students reported higher levels of learning compared to midwifery and nursing. CONCLUSION: Students' self-report of the learning benefits of a filmed simulated clinical scenario as a teaching resource suggest enhanced critical thinking skills and knowledge conceptualisation regarding pharmacology, in addition to being useful and complementary to other teaching and learning methods.

The need for geriatric dental education in India: the geriatric health challenges of the millennium.

The rapid growth in the elderly population in a developing country such as India poses social and financial challenges by causing a shift towards non-communicable diseases and increases in chronic diseases. The economic impact of the burden of chronic diseases such as cardiovascular disease, hypertension, diabetes and cancer are high. The link between oral health and general health are particularly pronounced in older populations and impairs their quality of life. This paper reveals that in order to address the increasing health challenges and demands of a growing geriatric population, undergraduates and graduate students in dental schools should be given comprehensive or holistic health assessment training. Cost-effective modern educational strategies and educational tools such as problem-based learning will help to overcome the dearth of trained faculty in geriatric dentistry. Multidisciplinary health-care approaches and extended health-care team work are of vital importance to older patients who could benefit physically and psychologically from more efficient dental treatment. With often more than one chronic disease affecting individuals and use of polypharmacy, there is a need to increase overall knowledge of geriatric pharmacy and geriatric medicine. Measures to help older people remain healthy and active are a necessity in developing countries such as India for effective social and economic development.

Integrating pharmacology and clinical pharmacology in pharmaceutical companies.

Integration of clinical and preclinical pharmacology in pharmaceutical companies could be improved by several key recommendations: Companies should ensure that there is an adequate pool of trained clinical pharmacologists and preclinical pharmacologists. Training should include topics that allow clinical pharmacologists to be cognizant of the methods, issues and challenges faced by the preclinical pharmacologists and vice versa. Companies should incentivize such integration internally by aligning objectives and metrics/incentives. In academic medicine and the NHS there should be support for involvement of clinical pharmacologists in basic academic research and industrial R & D and new ways of facilitating and incentivizing preclinical pharmacologists and clinical pharmacologists to move between these various environments should be sought.

Introductory pharmacology for clinical practice.

The average woman will take many medications, both prescription and nonprescription, as well as herbs or other dietary supplements over the course of her lifetime. These chemicals can produce therapeutic benefits but can also cause toxic effects. Pharmacokinetics, pharmacodynamics, pharmacotherapy, adverse drug reactions, and research in pharmacology are discussed as applied to women's health. Clinicians must have a firm understanding of the basic principles of pharmacology so that they can appropriately administer medications, monitor for anticipated effects and adverse reactions, and communicate as needed with women, their families, and other health care team members.

Admission characteristics and academic performance of podiatric and osteopathic medical students at Des Moines University.

BACKGROUND: Podiatric and osteopathic medical students at Des Moines University take the same basic science medical curriculum. The first course students complete is medical biochemistry. The final common course is the second-year medical pharmacology course. Attrition typically occurs between these academic offerings. We sought to compare admissions data, retention rates, and academic performance between these two groups of medical students for the classes of 2008 to 2011. METHODS: Average admission scores, performance scores for the biochemistry and medical pharmacology courses, and retention rates for the 2008 to 2011 classes were obtained from the registrar and enrollment offices. One-way analysis of variance was used to compare the scores of the two cohorts. Linear regression was used to identify changes across time. RESULTS: The DO students showed significantly better performance than the DPM students in matriculating overall and science grade point averages, total Medical College Admissions Test scores, retention rates, and the medical biochemistry course (P < .01). There was no difference in the performance of the student groups in the medical pharmacology course. The DPM student scores across the four classes increased for both academic courses, whereas the DO student scores remained at the same level for medical biochemistry, at a rate of 0.74% per year (R(2) = 0.50), and pharmacology, at a rate of 0.90% per year (R(2) = 0.49). CONCLUSIONS: Admissions data and initial academic performance of osteopathic medical students were higher than those of podiatric medical students. Once attrition occurred in year 1, the difference in academic performance between these groups of students was no longer statistically significant, and students in both medical programs at that time in the curriculum are equally academically qualified.

The first historical movements of kinesiology: scientification in the borderline between physical culture and medicine around 1850.

The kinesiology concept is used worldwide and by many different professional groups with scientific aspirations. Yet nobody seems to know much about where it comes from and why it came into existence. This article traces the origins of the concept back to one of Sweden's greatest cultural exports of the nineteenth century - Swedish gymnastics - and the efforts of especially Swedish physiotherapists and physical educators to spread its scientific doctrines throughout the world. Primarily their goal was to convert the representatives of conventional medicine (pharmacology) into a more mechanical mode of understanding and curing illness (physiotherapy). While following in the footsteps of one physiotherapist/physical educator -'the father of kinesiology'- and examining the ideological and historical conditions his so-called 'mission' was ruled by, the social construction of knowledge and science is made visible in a way seldom highlighted in the history of medicine and physical education.

[Protomedicato and pharmacy in Castile at the end of the sixteenth century: "Catálogo de las Cosas que los Boticarios han de tener en sus Boticas" (Catalogue of the things that apothecaries must have in their shops), by Andrés Zamudio de Alfaro, Protomédico General (1592-1599)]. / Protomedicato y farmacia en Castilla a finales del siglo XVI: edición crítica del "Catálogo de las Cosas que los Boticarios han de tener en sus Boticas," de Andrés Zamudio de Alfaro, Protomédico General (1592-1599).

In this article we present a catalogue of medicinal products preserved in a manuscript copy among the papers of a druggist who died in Madrid in 1599. This catalogue, whose title expresses its normative character, contains 423 entries and is signed by Andrés Zamudio de Alfaro, Protomédico General of Castile from 1592 until his death in 1599. It was presumably issued by the Real Tribunal del Protomedicato during the last decade of the sixteenth century for the use of the protomédicos and examiners who carried out official visits to apothecaries under the aegis of the Tribunal, in accordance with the royal decrees of 1588 and 1593, and was also distributed among the apothecaries themselves and their suppliers, such as the druggist who possessed the copy edited here. The document offers valuable evidence of the policy of normalization of medical, and specifically pharmaceutical, practice imposed during this period by the State through the Protomedicato.

The relationship between simulation in nursing education and medication safety.

This experimental study examined whether the use of clinical simulation in nursing education could help reduce medication errors. Fifty-four student volunteers were randomly assigned to an experimental (treatment) group (24 students) or a clinical control group (30 students). The treatment replaced some early-term clinical placement hours with a simulated clinical experience. The control group had all normally scheduled clinical hours. Treatment occurred prior to opportunities for medication administration.