Pharmacology & Therapeutics Prof. Dr. Shah Murad email@example.com 1 CURRENT TEACHING PRACTICES 2 Current teaching methods Lectures Pharmacokinetic practicals Pharmacodynamic practicals Pharmacy Practicals Pharmacognosy P-drug Prescription writing Biostatistics Tutorials Therapeutics-related presentation by students 3 Lectures Topic-vise grand lectures from all chapters are delivered by professor and senior lecturers 4 PM&DC has assigned 150 hours for grand lectures + grand tutorials to the subject of Pharmacology & Therapeutics 5 All the topics from complete text-book are not/can not be covered in grand lectures ↓ so only important topics are delivered in grand lectures 6 Regarding UHS-exam syllabus, grand lectures are followed by 2 or 3 clinical scenario-based problems put in front of students, facilitated by teacher ↓ this method works indeed, due to vision & perception created by clinical condition presented 7 Group of MBBS & BDS students 3rd year MBBS class is divided in four equal groups; A, B, C, D (from Monday to Thursday) 2nd year BDS class is divided in two groups; A and B (Tuesday and Thursday) 8 Pharmacology Practicals CONTEXT, Material method of PRACTICAL is discussed followed by demonstration conducted by demonstrator collectively in whole group, then individual student performs practical by him/herself Some Pharmacodynamic Practicals take more than 2 weeks to complete 9 Pharmacy Practicals PM&DC had removed Pharmacy Practicals, long ago but on UHS-exam instructions and OSPE, department has again started Pharmacy Practicals ↓ Which are no more useful for MBBS or BDS students 10 Pharmacokinetic Practical Relative rapidity in bioavailability between different routes of administration of drugs using thiopental sodium in mice Absorption and excretion of drug through specific route of administration using KI in volunteer students/individuals 11 Pharmacodynamic Practicals Effects of cardiovascular drugs on heart of frog Effects of different drug groups on small intestine of rabbit CNS Effects of picrotoxin and caffeine on frog Differentiation between MOA of different local anesthetics using frog’s legs anesthetized 12 Practical groups of students for selection of P-drug in therapeutics These Practicals start from mid of the academic session when students have reasonable idea of therapeutics >>>>>>>>>> so the selection of Primary/Preferred/Principal drug used in various diseases is easy to understand 13 Prescription Writing and Abbreviations used in PW These Practicals also start from mid of the academic session, when students have already attended different OPDs/wards of GTTH and observed methods of PW by consultants of different departments It is the time when 3rd year MBBS students are eligible to understand, retain and express importance of abbreviations used in PW 14 Biostatistics In 3rd year MBBS , students are , according to of PMDC/UHS syllabus, just be able to learn introduction and easy application of Mean, variance, SD, SEM, paired or students ‘t’-test, Probability value, and upper and lower limit of significance of results regarding data given 15 CURRENT LEVEL OF INTEGRATION 16 In the department of Pharmacology, level of integration is limited ↓ Clinical scenario-based lectures Tutorial Classes 17 Clinical Scenario-based Case Presentation by MBBS students In 3rd year, MBBS students are not well aware about pathology of special organ system >>>>>>>>>>>>> so it is difficult for students to understand mode of action of some drugs in altered physiology (pathology) of specific organs. 18 But they are motivated to present a clinical scenario-based context, pathophysiology,sign/ symptoms, and management of selected diseases. 19 SUGGESTIONS to make PHARMACOLOGY MORE CLINICAL OR INTEGRATED 20 3rd year MBBS students can avail SKILL LAB >>>>>>>>>>>>>>>> for (1) Getting skill of administration of drugs by different routes (2) How to use insulin syringe subcutaneously in skill laboratory may be interesting for students to let them know “how interesting is it to manage IDDM patients?” 21 (3) How to use topical preparations on demo at SKILL LAB can be contributory effort to make pharmacology and therapeutics more clinical 22 Prevention of diseases by specific drug groups may easily and interestingly be demonstrated at SKILL LAB >>>>>>>>>>>> to let students cognize “INTERESTING”, use of medicine for prevention of diseases !!!!! 23 Clinical Assignments Students may be guided and encouraged to interact with their neighbour general medical practitioner to get clinical data of medicine ; wrong or right…..but just data be collected……and discussed with teachers in the department of Pharmacology to make the subject more real and so the CLINICAL 24 Weekly schedule at bed or patient-based Interaction/exposure to commonly used medicine Pharmacology teacher may go along with 3rd year MBBS students during their ward/OPD posting at GTTH, once in a week to discuss effects, side effects and compliance of different drugs >>>>>>>> the ONLY REASON TO BE WITH THEM at bed/patient side is to make pharmacology more interesting and clinical at the level of 3rd year MBBS 25 ETHICAL COMMITTEE for use of animals in Pharmacodynamic Practicals Very Interesting Phenomenon !!!! Establish “Ethical Committee of LM&DC” for use of animals in Pharmacology practicals >>>> may be >>>>>>>> students be more aware about their practical work that these type of Practicals on animals are not only for passing their annual exam: but it is real clinical work to scarify an animal and >>>>>>>>>>>> be accountable in front of the COMMITTEE if misuse of an animal in the department is observed/reported 26 Clinical-case Data Collection Make students responsible for collection of specific number (e.g.; 10 cases per academic year for every student) of clinical cases from GTTH, their data related to drugs prescribed; justification of indication , compliance, DDI etc may be discussed with already assigned teachers in the department for specific no of students (e.g.; 15 students per teacher per year) 27 Establishment of Animal House It is very important (and PM&DC advised) approach to have animal house in the institute for Physiology and Pharmacology Practicals. Students feel clinical environment, to interact with alive animals and compare their own (LM&DC) institutional environment with those of other well established public sector institutions 28 More suggestions for the departmental improvement may be appreciated !!!! 29 THANX ALOT 30
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