A Review on Novel Methods of Pharmacology Teaching concerning Iranian Academic Context
,
Abstract
- Pharmacology is the cornerstone of health science courses the same as biomedical programs in educational setting. New educational intuitions and methodical progresses in teaching and learning, as well as recent findings in pharmacology research, can help pharmacology educators reconsider and regulate their teaching approaches. Thus, the aim of this article is to review existing studies on the different methods of teaching pharmacology and investigate different outcomes in this regard. In the present investigation, recent articles in the databases of Web of Science, PubMed, Scopus, Embase, Google Scholar, IranDoc and Scientific Information Database (SID) were examined, and the delegated documents were reviewed. The gathered data showed that students’ cognitive, metacognitive, and cooperative learning besides collaborative skills are effective factors for teaching. Additionally, application of blended learning or flipped instruction via technologies such as computer ameliorates the process of teaching and learning pharmacology in academic setting. Consequently, to overcome the difficulties in managing the data overload, it sounds necessary to introduce new teaching methods in academic context. Therefore, the current investigation is useful for practitioners, curriculum designers and educational administrators in medical and paramedical educational context.
1. Winquist RJ, Mullane K, Williams M. The fall and rise of pharmacology--(re-)defining the discipline? Biochem Pharmacol. 2014;87(1):4-24.
2. Igarashi T, Nakane S, Kitagawa T. Predictability of clinical adverse reactions of drugs by general pharmacology studies. J Toxicol Sci. 1995;20(2):77-92.
3. Rubaiy HN. Strategies to Inspire Students’ Engagement in Pharmacology Courses. Pharmacy. 2021;9(2):70.
4. Vasundara K, Kanchan P, Pundarikaksha H, Girish K, Prassana S, Jyothi R. An imperative need to change pharmacology curriculum: A pilot survey. Indian J Pharmacol. 2010;42(6):420.
5. Hariharan T. Need for changes in the practical pharmacology curriculum of medical undergraduates. Indian J Pharmacol. 2004;36(3):181.
6. Foster V, Collins E, Dong H, Nteff G, Pinkney L. Teaching clinical pharmacology to undergraduate nursing students: Barriers and strategies. Open J Nurs. 2017;7(08):918.
7. Engels F. Pharmacology education: Reflections and challenges. Eur J Pharmacol. 2018;833:392-5.
8. Bucat R. Implications of chemistry education research for teaching practice: Pedagogical content knowledge as a way forward. Chem Educ Int. 2005;6(1):1-2.
9. Joshi A, Trivedi M. Innovations in pharmacology teaching. Int J Pharm Biomed Res. 2010;1(2):62-4.
10. Sharma R, Verma U, Kapoor B, Chopra V. Novel teaching approaches in Pharmacology. JK Sci. 2004;6(3):172-3.
11. Wright GB. Student-centered learning in higher education. Int J Teach Learn High Educ. 2011;23(1):92-7.
12. Achike FI. Teaching pharmacology in an innovative medical curriculum: challenges of integration, technology, and future training. Journal of clinical pharmacology. 2010;50(1):6-16.
13. Weimer M. Learner-centered teaching: Five key changes to practice. 2nd ed. San Francisco: Jossey-Bass; 2013.
14. Flavell JH. Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. Am Psychol. 1979;34(10):906.
15. Baker L, Brown A. Meta-cognition skills and reading. In. PD Pearson. Oxfordshire: Routledge 1984.
16. Roselli ND. Collaborative Learning: Theoretical Foundations and Applicable Strategies to University. J Educ Psychol-Propositos y Representaciones. 2016;4(1):251-80.
17. Bruffee KA. Collaborative learning: Higher education, interdependence, and the authority of knowledge. Baltimore: Johns Hopkins University Press; 1999.
18. Michaelian K, Sutton J. Distributed cognition and memory research: History and current directions. Rev Philos Psychol. 2013;4(1):1-24.
19. Johnson D, Johnson R. Learning Together and Alone: Cooperation Competition and Individualization. New Jersey: Pretince Hill. Inc Egglewood Cliffts. 1991.
20. Jacobs GM, Power MA, Inn LW. The teacher's sourcebook for cooperative learning: Practical techniques, basic principles, and frequently asked questions. Thousand Oaks: Corwin Press; 2002.
21. Vygotsky LS, Cole M. Mind in society: Development of higher psychological processes. Cambridge: Harvard university press; 1978.
22. Bruner JS. Beyond the information given: Studies in the psychology of knowing. New York: W. W. Norton & Company; 1973.
23. Andrews LB, Barta L. Simulation as a Tool to Illustrate Clinical Pharmacology Concepts to Healthcare Program Learners. Current pharmacology reports. 2020;6(4):182-91.
24. Garg A, Rataboli P, Muchandi K. Students' opinion on the prevailing teaching methods in pharmacology and changes recommended. Indian J Pharmacol. 2004;36(3):155.
25. Bartsch RA, Cobern KM. Effectiveness of PowerPoint presentations in lectures. Comput Educ. 2003;41(1):77-86.
26. Szabo A, Hastings N. Using IT in the undergraduate classroom: should we replace the blackboard with PowerPoint? Comput Educ. 2000;35(3):175-87.
27. Lowry RB. Electronic presentation of lectures-effect upon student performance. Univ Chem Educ. 1999;3(1):18-21.
28. Chavda N, Yadav P, Chaudhari M, Kantharia N. Second year student's feedback on teaching methodology and evaluation methods in Pharmacology. Natl J Physiol Pharm Pharmacol. 2011;1(1):23.
29. Gao F, Li Y, Wang L, Pan R, Sun Z, Wang J. Sharing of Teaching Strategies in Pharmacology for Medical Undergraduates. Creat Educ. 2021;12(12):2846-51.
30. Kaylor SK. Preventing information overload: cognitive load theory as an instructional framework for teaching pharmacology. The Journal of nursing education. 2014;53(2):108-11.
31. Mauldin B. A Novel Teaching Strategy in Nursing Pharmacology: Learning Using Cognitive Load Theory. Nursing education perspectives. 2021;42(6):E158-e60.
32. Nicolaou PA, El Saifi M. The impact of using virtual patients in preclinical pharmacology teaching. Advances in physiology education. 2020;44(3):363-9.
33. Seth V, Upadhyaya P, Ahmad M, Kumar V. Impact of various lecture delivery methods in pharmacology. EXCLI journal. 2010;9:96-101.
34. Yiin SJ, Chern CL. The effects of an active learning mechanism on cognitive load and learning achievement: A new approach for pharmacology teaching to Taiwanese nursing students. Nurse education today. 2023;124:105756.
35. Garg P, Bhanwra S. Case Based Learning in Teaching Pharmacology to Undergraduate Medical Students. Cureus. 2022;14(9):e29187.
36. Wu YY, Liu S, Man Q, Luo FL, Zheng YX, Yang S, et al. Application and Evaluation of the Flipped Classroom Based on Micro-Video Class in Pharmacology Teaching. Frontiers in public health. 2022;10:838900.
37. Chen Y, Qi H, Qiu Y, Li J, Zhu L, Wang H, et al. Bullet screen in pre-clinical undergraduate pharmacology education: a survey study. BMC medical education. 2022;22(1):813.
38. Mohammadi F, Momennasab M, Rostambeygi P, Ghaderi S, Mousazadeh S. The effect of education through conceptual mapping on critical thinking of nursing students. J Pak Med Assoc. 2019;69(8):1094-8.
39. Mousazadeh N, Momennasab M, Sharif Nia H, Nazari R, Hajihosseini F. Effective Factors in Critical Thinking Disposition in Nursing Students. Educ Res Int. 2021;2021.
40. Mousazadeh S, Momennasab M, Bakhtiari T, Reisi M. Nursing students’ disposition toward critical thinking and its relationship with their academic performance. The Journal of nursing education. 2016;5(4):61.
41. Somayeh M, Dehghani M, Mozaffari F, Ghasemnegad SM, Hakimi H, Samaneh B. The effectiveness of E-learning in learning: A review of the literature. Int J Med Sci Public Health. 2016;5(2):86-91.
42. Ataei N, Panjehpour M. The comparison of active cooperative and traditional teaching methods in pharmacy students' satisfaction and learning of clinical biochemistry. J Med Educ Dev. 2015;8(19):81-91.
43. Eteraf-Oskouei T, Najafi M. The Effective Teaching Method of Pharmacology for the Students in the Faculty of Health and Nutrition in Tabriz University of Medical Sciences. Res Dev Med Educ. 2013;2(1):7-11.
44. Hayat AA, Shateri K, Amini M, Shokrpour N. Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model. BMC medical education. 2020;20(1):76.
45. Heydarpour P, Hafezi-Nejad N, Khodabakhsh A, Khosravi M, Khoshkis S, Sadeghian M, et al. Medical podcasting in Iran; pilot, implementation and attitude evaluation. Acta medica Iranica. 2013;51(1):59-61.
46. Najafi M, Eteraf-Oskouei T. Pharmacy students’ attitude in Tabriz University of Medical Sciences toward using computerized simulations in teaching pharmacology. Iran J Med Educ. 2011;11:308-17.
47. Sayyah M, Shirbandi K, Saki-Malehi A, Rahim F. Use of a problem-based learning teaching model for undergraduate medical and nursing education: a systematic review and meta-analysis. Advances in medical education and practice. 2017;8:691-700.
48. Achike FI, Ogle CW. Information overload in the teaching of pharmacology. Journal of clinical pharmacology. 2000;40(2):177-83.
49. Badyal DK, Bala S, Kathuria P. Student evaluation of teaching and assessment methods in pharmacology. Indian J Pharmacol. 2010;42(2):87.
50. Laal M, Ghodsi SM. Benefits of collaborative learning. Procedia Soc Behav Sci. 2012;31:486-90.
51. Resta P, Laferrière T. Technology in support of collaborative learning. Educ Psychol Rev. 2007;19(1):65-83.
52. Marin-Campos Y, Mendoza-Morales L, Navarro-Hernandez J. Students' assessment of problems in a problem-based learning pharmacology course. Adv Health Sci Educ Theory Pract. 2004;9(4).
53. Männistö M, Mikkonen K, Kuivila HM, Virtanen M, Kyngäs H, Kääriäinen M. Digital collaborative learning in nursing education: a systematic review. Scand J Caring Sci. 2020;34(2):280-92.
54. Ansari JAN, Khan NA. Exploring the role of social media in collaborative learning the new domain of learning. Smart Learn Environ. 2020;7(1):1-16.
55. Bata-Jones B, Avery MD. Teaching pharmacology to graduate nursing students: Evaluation and comparison of web-based and face-to-face methods. The Journal of nursing education. 2004;43(4):185-9.
56. Carr R, Palmer S, Hagel P. Active learning: The importance of developing a comprehensive measure. Act Learn High. 2015;16(3):173-86.
57. Baeten M, Kyndt E, Struyven K, Dochy F. Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educ Res Rev. 2010;5(3):243-60.
58. Sunga KL, Kass D. Taking the stage: a development programme for women speakers in emergency medicine. Emerg Med J. 2019;36(4):199-201.
59. Parrish J, Keating A, Pate J, Pohler K, Wiltbank M, Ealy A. 1 Changing paradigm in graduate education: Collaborative On-line Approach in Reproduction. J Anim Sci. 2018;96(suppl_3):497-.
60. Youngwanichsetha S, Kritcharoen S, Chunuan S, Kala S, Phumdoung S. Flipped classroom learning experiences of graduate nursing students in advanced pathophysiology and pharmacology in midwifery course. Int J Nurs Educ. 2020;12(1):85-9.
2. Igarashi T, Nakane S, Kitagawa T. Predictability of clinical adverse reactions of drugs by general pharmacology studies. J Toxicol Sci. 1995;20(2):77-92.
3. Rubaiy HN. Strategies to Inspire Students’ Engagement in Pharmacology Courses. Pharmacy. 2021;9(2):70.
4. Vasundara K, Kanchan P, Pundarikaksha H, Girish K, Prassana S, Jyothi R. An imperative need to change pharmacology curriculum: A pilot survey. Indian J Pharmacol. 2010;42(6):420.
5. Hariharan T. Need for changes in the practical pharmacology curriculum of medical undergraduates. Indian J Pharmacol. 2004;36(3):181.
6. Foster V, Collins E, Dong H, Nteff G, Pinkney L. Teaching clinical pharmacology to undergraduate nursing students: Barriers and strategies. Open J Nurs. 2017;7(08):918.
7. Engels F. Pharmacology education: Reflections and challenges. Eur J Pharmacol. 2018;833:392-5.
8. Bucat R. Implications of chemistry education research for teaching practice: Pedagogical content knowledge as a way forward. Chem Educ Int. 2005;6(1):1-2.
9. Joshi A, Trivedi M. Innovations in pharmacology teaching. Int J Pharm Biomed Res. 2010;1(2):62-4.
10. Sharma R, Verma U, Kapoor B, Chopra V. Novel teaching approaches in Pharmacology. JK Sci. 2004;6(3):172-3.
11. Wright GB. Student-centered learning in higher education. Int J Teach Learn High Educ. 2011;23(1):92-7.
12. Achike FI. Teaching pharmacology in an innovative medical curriculum: challenges of integration, technology, and future training. Journal of clinical pharmacology. 2010;50(1):6-16.
13. Weimer M. Learner-centered teaching: Five key changes to practice. 2nd ed. San Francisco: Jossey-Bass; 2013.
14. Flavell JH. Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. Am Psychol. 1979;34(10):906.
15. Baker L, Brown A. Meta-cognition skills and reading. In. PD Pearson. Oxfordshire: Routledge 1984.
16. Roselli ND. Collaborative Learning: Theoretical Foundations and Applicable Strategies to University. J Educ Psychol-Propositos y Representaciones. 2016;4(1):251-80.
17. Bruffee KA. Collaborative learning: Higher education, interdependence, and the authority of knowledge. Baltimore: Johns Hopkins University Press; 1999.
18. Michaelian K, Sutton J. Distributed cognition and memory research: History and current directions. Rev Philos Psychol. 2013;4(1):1-24.
19. Johnson D, Johnson R. Learning Together and Alone: Cooperation Competition and Individualization. New Jersey: Pretince Hill. Inc Egglewood Cliffts. 1991.
20. Jacobs GM, Power MA, Inn LW. The teacher's sourcebook for cooperative learning: Practical techniques, basic principles, and frequently asked questions. Thousand Oaks: Corwin Press; 2002.
21. Vygotsky LS, Cole M. Mind in society: Development of higher psychological processes. Cambridge: Harvard university press; 1978.
22. Bruner JS. Beyond the information given: Studies in the psychology of knowing. New York: W. W. Norton & Company; 1973.
23. Andrews LB, Barta L. Simulation as a Tool to Illustrate Clinical Pharmacology Concepts to Healthcare Program Learners. Current pharmacology reports. 2020;6(4):182-91.
24. Garg A, Rataboli P, Muchandi K. Students' opinion on the prevailing teaching methods in pharmacology and changes recommended. Indian J Pharmacol. 2004;36(3):155.
25. Bartsch RA, Cobern KM. Effectiveness of PowerPoint presentations in lectures. Comput Educ. 2003;41(1):77-86.
26. Szabo A, Hastings N. Using IT in the undergraduate classroom: should we replace the blackboard with PowerPoint? Comput Educ. 2000;35(3):175-87.
27. Lowry RB. Electronic presentation of lectures-effect upon student performance. Univ Chem Educ. 1999;3(1):18-21.
28. Chavda N, Yadav P, Chaudhari M, Kantharia N. Second year student's feedback on teaching methodology and evaluation methods in Pharmacology. Natl J Physiol Pharm Pharmacol. 2011;1(1):23.
29. Gao F, Li Y, Wang L, Pan R, Sun Z, Wang J. Sharing of Teaching Strategies in Pharmacology for Medical Undergraduates. Creat Educ. 2021;12(12):2846-51.
30. Kaylor SK. Preventing information overload: cognitive load theory as an instructional framework for teaching pharmacology. The Journal of nursing education. 2014;53(2):108-11.
31. Mauldin B. A Novel Teaching Strategy in Nursing Pharmacology: Learning Using Cognitive Load Theory. Nursing education perspectives. 2021;42(6):E158-e60.
32. Nicolaou PA, El Saifi M. The impact of using virtual patients in preclinical pharmacology teaching. Advances in physiology education. 2020;44(3):363-9.
33. Seth V, Upadhyaya P, Ahmad M, Kumar V. Impact of various lecture delivery methods in pharmacology. EXCLI journal. 2010;9:96-101.
34. Yiin SJ, Chern CL. The effects of an active learning mechanism on cognitive load and learning achievement: A new approach for pharmacology teaching to Taiwanese nursing students. Nurse education today. 2023;124:105756.
35. Garg P, Bhanwra S. Case Based Learning in Teaching Pharmacology to Undergraduate Medical Students. Cureus. 2022;14(9):e29187.
36. Wu YY, Liu S, Man Q, Luo FL, Zheng YX, Yang S, et al. Application and Evaluation of the Flipped Classroom Based on Micro-Video Class in Pharmacology Teaching. Frontiers in public health. 2022;10:838900.
37. Chen Y, Qi H, Qiu Y, Li J, Zhu L, Wang H, et al. Bullet screen in pre-clinical undergraduate pharmacology education: a survey study. BMC medical education. 2022;22(1):813.
38. Mohammadi F, Momennasab M, Rostambeygi P, Ghaderi S, Mousazadeh S. The effect of education through conceptual mapping on critical thinking of nursing students. J Pak Med Assoc. 2019;69(8):1094-8.
39. Mousazadeh N, Momennasab M, Sharif Nia H, Nazari R, Hajihosseini F. Effective Factors in Critical Thinking Disposition in Nursing Students. Educ Res Int. 2021;2021.
40. Mousazadeh S, Momennasab M, Bakhtiari T, Reisi M. Nursing students’ disposition toward critical thinking and its relationship with their academic performance. The Journal of nursing education. 2016;5(4):61.
41. Somayeh M, Dehghani M, Mozaffari F, Ghasemnegad SM, Hakimi H, Samaneh B. The effectiveness of E-learning in learning: A review of the literature. Int J Med Sci Public Health. 2016;5(2):86-91.
42. Ataei N, Panjehpour M. The comparison of active cooperative and traditional teaching methods in pharmacy students' satisfaction and learning of clinical biochemistry. J Med Educ Dev. 2015;8(19):81-91.
43. Eteraf-Oskouei T, Najafi M. The Effective Teaching Method of Pharmacology for the Students in the Faculty of Health and Nutrition in Tabriz University of Medical Sciences. Res Dev Med Educ. 2013;2(1):7-11.
44. Hayat AA, Shateri K, Amini M, Shokrpour N. Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model. BMC medical education. 2020;20(1):76.
45. Heydarpour P, Hafezi-Nejad N, Khodabakhsh A, Khosravi M, Khoshkis S, Sadeghian M, et al. Medical podcasting in Iran; pilot, implementation and attitude evaluation. Acta medica Iranica. 2013;51(1):59-61.
46. Najafi M, Eteraf-Oskouei T. Pharmacy students’ attitude in Tabriz University of Medical Sciences toward using computerized simulations in teaching pharmacology. Iran J Med Educ. 2011;11:308-17.
47. Sayyah M, Shirbandi K, Saki-Malehi A, Rahim F. Use of a problem-based learning teaching model for undergraduate medical and nursing education: a systematic review and meta-analysis. Advances in medical education and practice. 2017;8:691-700.
48. Achike FI, Ogle CW. Information overload in the teaching of pharmacology. Journal of clinical pharmacology. 2000;40(2):177-83.
49. Badyal DK, Bala S, Kathuria P. Student evaluation of teaching and assessment methods in pharmacology. Indian J Pharmacol. 2010;42(2):87.
50. Laal M, Ghodsi SM. Benefits of collaborative learning. Procedia Soc Behav Sci. 2012;31:486-90.
51. Resta P, Laferrière T. Technology in support of collaborative learning. Educ Psychol Rev. 2007;19(1):65-83.
52. Marin-Campos Y, Mendoza-Morales L, Navarro-Hernandez J. Students' assessment of problems in a problem-based learning pharmacology course. Adv Health Sci Educ Theory Pract. 2004;9(4).
53. Männistö M, Mikkonen K, Kuivila HM, Virtanen M, Kyngäs H, Kääriäinen M. Digital collaborative learning in nursing education: a systematic review. Scand J Caring Sci. 2020;34(2):280-92.
54. Ansari JAN, Khan NA. Exploring the role of social media in collaborative learning the new domain of learning. Smart Learn Environ. 2020;7(1):1-16.
55. Bata-Jones B, Avery MD. Teaching pharmacology to graduate nursing students: Evaluation and comparison of web-based and face-to-face methods. The Journal of nursing education. 2004;43(4):185-9.
56. Carr R, Palmer S, Hagel P. Active learning: The importance of developing a comprehensive measure. Act Learn High. 2015;16(3):173-86.
57. Baeten M, Kyndt E, Struyven K, Dochy F. Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educ Res Rev. 2010;5(3):243-60.
58. Sunga KL, Kass D. Taking the stage: a development programme for women speakers in emergency medicine. Emerg Med J. 2019;36(4):199-201.
59. Parrish J, Keating A, Pate J, Pohler K, Wiltbank M, Ealy A. 1 Changing paradigm in graduate education: Collaborative On-line Approach in Reproduction. J Anim Sci. 2018;96(suppl_3):497-.
60. Youngwanichsetha S, Kritcharoen S, Chunuan S, Kala S, Phumdoung S. Flipped classroom learning experiences of graduate nursing students in advanced pathophysiology and pharmacology in midwifery course. Int J Nurs Educ. 2020;12(1):85-9.
| Files | ||
| Issue | Vol 61 No 11 (2023) | |
| Section | Review Article(s) | |
| DOI | https://doi.org/10.18502/acta.v61i11.16075 | |
| Keywords | ||
| Iranian Academic Context Methods of teaching Pharmacology Course Collaborative Learning | ||
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How to Cite
1.
Shooraj M, Fekri K, Mousazadeh N, Mahdavi SA. A Review on Novel Methods of Pharmacology Teaching concerning Iranian Academic Context. Acta Med Iran. 2024;61(11):646-653.
