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Powerpoint-presentation Pharmaceutical Sciences - EHON

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					    College of Pharmaceutical
                    Sciences

                 Andries Koster, Irma Meijerman
          Dept. Pharmaceutical Sciences, Utrecht




1
    College of Pharmaceutical Science: Why?

     September 2001:
        New B.Pharm. and M.Pharm. programmes (3+3 years)
        Research master (2 years): Drug Innovation
        Unable to attract reasonable number research-interested students
          through the B.Pharm. Programme
     November 2008:
        Discuss the possibility to design an additional undergraduate
          programme (dean, faculty of science and research insitute UIPS)
        Strategic development: discuss with rector magnificus

     May 2009:
        Curriculum committee established



     September 2010: CPS started




2
    College of Pharmaceutical Science. How?

     A bachelor program in Pharmaceutical
      Research: Discovery and development

     Emphasis on the central nervous
      system and immune system

     Honours programme


     International, English


     Selective admission




3
    Research

                More than theoretical knowledge
                Critical attitude
                Creativity
                Formulate a research question,
                  design a research protocol,
                  discuss results
                View research in a broader
                  context
                Present results
                Work in an interdisciplinary team




4
    Educational format

     Inquiry based learning
         Selected students are expected to be
           highly motivated, gifted and talented
         Students will be trained for the
           discovery and development of drugs in
           a research environment
         Students are expected to cope with the
           speed at which new knowledge
           becomes available

     Develop high-end learning, fostering students’ interest,
       motivation, and higher-order thinking skills
     Attention for self-regulated learning and creativity
         Talented students ask for more speed, less repetition and more
           challenges
         Teachers must support students in developing their own personal
           understanding of scientific concepts



5
    Year-1: reversed drug pipeline




6
    Aalborg model

     10 week courses: 15 ec, 400 sbu


     200 student hours project work,            Supportive / general education

      200 student hours flanking
                                          Time
      education (lectures, skills labs,
      laboratory work, …..)                                             Project



     Week 5-6: individual assessment                                     Course weeks

      of theoretical knowledge


     Week 10: final assessment of the
      project work, and supplementary
      individual testing



7
8
    Student projects year 1

     Drug use
        Disease file of a drug used to treat a neurological or immunological
          disease (free choice)
        Design and analysis of an experimental protocol (survey, physiological
          measurements), including > 50 volunteers
     Drug delivery
        Drug file of a drug used to treat a chronic inflammatory or neurological
          disease (choice from long-list)




9
     Student projects year 1

      Drug target
         Receptor file of a drug target (subject assigned)
         WIKI-page, describing potential treatment(s) of an orphan disease
           (free choice)
      Drug molecule
         Design and chemical synthesis of derivatives of the MAO-inhibitor
           moclobemide




10
     Year 1                                 From Drug to Molecule

                                          Introduction internships:
                             A ‘day’ at the lab in the different research-groups



     Year 2
               Neuro-immuno         Analytical methods/
               pharmacology         molecular and cellular
                                    techniques, research
                                    skills in general




     Year 3                                                       Research project
                                   Drug Discovery
                                   Drug Development
              = obligatory

              = profile (eg. Medicinal chemistry, pharmacology, immunology, neuroscience, drug
              targeting)

              = profile - Major



11
12
     Selection of students

      Application
         Diploma information
         Motivation letter
         Letter(s) of reference

      Selection procedure
         Writing of an essay (timed)
         Interview

      Selection decision
         Science motivation
         Creativity
         Language capabilities



      2011: 22 students selected (6 with foreign diploma)
         Netherlands, France, Italy, Russia, Scotland, USA, Nigeria




13
     Selection of teachers

      Teams for courses
         Principal investigator UIPS (70%
           research time)
         Experienced instructor (SKO, CEUT)
         Student advisor (master Drug
           Innovation)
         Curriculum coordinator



      Cooperative design of course
         Design student projects
         Choose literature
         Design flanking activities: lectures,
           lab sessions, practicals




14
     Training and coaching of teachers

      The talented student (Karin Scager, IVLOS)
         Characteristics of talented students and didactic strategies

      The next generation (Renee Filius, IVLOS)
         Role and possibility of new technologies

      Group dynamics (Allard Gerritsen, VU)
         Working in groups, Belbin roles

      Engaging students through inquiry (Mick Healey, higher
       education consultant, Univ. Gloucestershire)
         Principles and effects of inquiry-based learning, implementation

      English (Michael Gould)
         Writing in English; common mistakes and pitfalls
         Integrated in other training workshops

      Multicultural education (Mick Healey)




15
     Tell me and I will forget
     Show me and I will remember
     Involve me and I will understand
     Step back and I will act



     Kung Fuzi (Confucius), 551-479 B.C.




16

				
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