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Indian Journal of Pharmacology, Vol. 36, No. 4, August, 2004, pp. 259-261 Opinion Towards a more meaningful teaching of pharmacology Mathur VS Formerly Professor of Pharmacology, PGIMER, Chandigarh and formerly Chairman, Department of Pharmacology and Therapeutics, College of Medicine, Arabian Gulf University Code Number: ph04090 It was indeed a pleasure going through the editorial entitled "New wine in new bottles" written by Gitanjali.[1] Someone had to hold the bull by its horns and Gitanjali has done it so admirably. I am appalled at the purported statement of the AIIMS spokesman who advises his students that if they (students) have such strong opinions about what the curriculum should be like, they can go and start a college of their own.[2] Be that as it may, let us look at the article for the observations and recommendations of the author. Does the present curriculum in pharmacology meet the course objectives? I would respond by saying absolutely not. The program being implemented currently lacks uniformity at different medical colleges. This may partly be due to the lack of clarity in the directions from the Medical Council of India (MCI). Even their recommendations are outdated and sketchy.[3] The next issue that she has raised concerns the group of academics who are supposed to be the custodians of keeping the curriculum abreast of the rapid changes in the subject. Where are they? What are they doing? I am of the firm opinion that the changes would be best brought out by young, active teachers, and I daresay that there is no dearth of such dedicated individuals in our country. We all blame the MCI for all the ails which exist in the curriculum but if I may be permitted to ask my fellow colleagues-teachers of pharmacology in India, have they at any time made any collective effort to bring about the required improvement? Has this issue been raised by the members of the fraternity at any National forum? We do have The Indian Pharmacological Society; has this topic been the issue of serious debate? My guess is that it has not. I firmly believe that the teaching-learning process has two limbs-the teacher and the student-and that for any meaningful progress in the learning process there has to be mutual respect for each other. The views of the students should not and cannot be casually dismissed. Most of the institutions the world over do have one or more students′ representatives in their academic/curriculum committees and one must respect the students′point of view. Teaching methodology currently practiced A questionnaire was put up on Indpharm, an e-group of the Indian Pharmacologists. The following information emerged from the survey:-
What background knowledge should one have Gitanjali has raised very relevant questions regarding the aspects of pharmacology, which should be included in any core curriculum. Before we go into the details of such curricula, let us identify our expectations from a medical student in the discipline of Pharmacology. At the end of three semesters in Pharmacology, an undergraduate medical student should: a) Be equipped with the requisite skills to rationally prescribe
medicines. The core curriculum should have three broad areas: Concepts and principles
Systemic pharmacology This part of the curricula should be arranged around a body system-cardiovascular, respiratory, renal, gastrointestinal, reproduction, endocrine, hematology, infectious diseases and so on. The pharmacology teaching should emphasize on the various groups of drugs available, select a prototype, describe actions, pharmacokinetics, adverse effects, uses, interactions and contraindications. Only the most commonly employed agents should be highlighted. It is a good idea to give a brief pathophysiology of the disease so that applying the knowledge gained by the study of pharmacology mentioned earlier, one can rationally work out how the drug would correct the process leading to the desired goal-alleviation of the problem. Restricting one to a limited drug list would ensure that the student follows the essential drugs concept and selects a drug based on its efficacy, safety, compliance, cost and ease of administration.[5] Once this golden rule is followed the student would be restricted in using around 200 drugs and would not be lost in the therapeutic jungle. The students should be encouraged to prepare their own P drugs list. This would help them in developing their own critical appraisal skill as well. This part of the curricula can be through lectures which should be interactive and the students should be encouraged to participate. Well-organized tutorials, which are student-centered should be organized once a week to review what has been learned during the week. Professional skills Mere theoretical teaching, which is the current practice in most of the medical schools is not enough. The students must be taught certain basic skills which form an integral component of practicing rational therapeutics. I would like to reiterate that one does not need to reinvent the wheel, since an excellent publication from the World Health Organization (WHO) - "Guide to Good Prescribing" is available and should be used for the training of medical students in pharmacology. Professional skill is yet another aspect of training a student which would enable him to perform his expected duties. These should include: 1) Communication skills Objective structured practical examination (OSPE)
(a) A clinico-therapeutic exercise on prescription writing. I have no doubt in my mind that there are already a number of young, bright individuals who can work out more details. Assessment This would require a re-look. The study of medicine and evaluation must keep pace with modern developments. In my opinion, it should comprise the following: 1. Continuous assessment - 40% marks Concluding remarks There is an urgent need to have a National Workshop on "Pharmacology teaching at medical colleges in India" under the aegis of the Indian Council of Medical Research or the Medical Council of India. The participants should be teachers from various medical colleges, preference being given to mid-level teachers, who should form at least 50-60% of the invitees with 20% professors and 20% lecturers/senior residents/demonstrators. The suggested workshop should be a 3-day workshop with the following agenda: a) Preparing a core curriculum I would like the readers to please bear in mind that the observations and the suggested changes in the curricula are not based on the wild imagination of an old arm-chair theoretician, but are based on planning the curricula and implementing them, making several mistakes, and correcting them over a period of 18 years at the College of Medicine and Medical Sciences, Arabian Gulf University, Bahrain. I was lucky there was no MCI breathing over my shoulder and I was given carte blanche to fashion a curriculum which I thought satisfied the needs of the country. I am certain that in India too we can construct a curriculum which would address the essential needs of the health care program. REFERENCES
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