Download Year II: Pharmacology Course Review

Review of Year Y2 Medical Pharmacology Essentials
(PHAR 216)
• Course occurs in the fall term of Year 2.
• Course Director – Sarah J. Freemantle, PhD
(co-­‐director) David Nierenberg, MD
• Course has 33 curricular hours (plus the Final Exam and Narrative Assessment evaluation events)
• Course was last reviewed in April 2012. The formal review is missing, however, and annual summary letters from Dr Nierenberg are substituted for this purpose.
Action Plan from Prior Review
From David Nierenberg's letter dated Oct 30, 2012:
Overall, well organized with excellent scores and logical organization.
Suggestions -­‐
Provide written notes in addition to lecture PPT
Involve all students in each small group conference, not just the students presenting the cases.
Have other lecturers use the “pharm card” system to help students focus on the most important information they need to know.
From David Nierenberg's letter dated Oct 28, 2013:
New method of student survey through Oasis, however, the overall evaluation was “good to very good”, with the overall evaluation of 3.71. The students really loved the “clinical correlations” and the use of the Pharm cards.
Suggestions -­‐
Provide written notes in addition to the PPT files, which most but not all lecturers do.
Get all students involved with the small groups, not just the student presenters. Also, prepare “model” answers to the cases discussed.
Having all lecturers use the Pharm card system, in order to help students know the most important information about each drug.
Old Course Objectives (Ilios)
Course Objectives (CO) Links (GO) Sessions (CO) 1 Explain the basic concepts of drug-­‐receptor interactions and second m essenger systems how dose response curves can be used to define safe dosing practice. MS2,MS1
40
2 Demonstrate the ability to assess pharmacodynamic and pharmacokinetic parameters using commonly prescribed drugs as examples. MS2,MS1
23
3 S olve common pharmacokinetic calculations including loading doses and m aintenance doses using knowledge of volume, distribution and clearance. MS2,MS1
11
4 F ormulate different regimens for special patient groups ( e.g. pregnant w omen, patients w ith compromised immune/kidney/liver function etc.) MS2,MS1, MS5,CC13,PH2
11
5 R ecognize and anticipate common drug-­‐drug interactions including those interactions that can be predicted from genetic testing of m etabolizing enzymes e.g. P450 isozyme testing, MS2,MS1,CC6,CC
10,CC1,P7,PPLD3
16
6 R ecognize and anticipate common drug interactions w ith OTC m edications, herbal or nutritional supplements and specific food groups. MS2,MS1,CC6,CC
10,CC1,P7,PPLD3
7
7 Discriminate between pharmacological substances, based on generic drug name, pharmacological classification ( using class representative compounds), m echanism of action, major clinical indications and m ost clinically relevant adverse effects. MS2,MS1,CC6,CC
10,P1,P6
67
8 Distinguish treatments, w hich m ay become the standard of care on the horizon based on their proximity to F DA approval e.g. Qnexa for w eight loss. MS2,MS1,MS5,PP 2
LD1,MS4,CC14,EI
M2,PH4
GO = New Geisel Objectives
Old Course Objectives (continued)
Course Objectives (CO) Links (GO) Sessions (CO) 9 R ecognize signs of common drug overdose, and propose how to initiate therapy w here appropriate when the causal agent is known or unknown. MS1,MS2,CC13, 0
PH2
10 Integrate their knowledge from years 1 and 2 of anatomy, biochemistry, genetics, m icrobiology, physiology, and pathophysiology with the actions of drugs at all levels from the receptor to the cell, organ, circulatory systems and w hole-­‐body levels. MS1,MS2
49
11 Access and evaluate different levels of biomedical literature relevant to the treatment of disease through experts, Internet sources, books, and other databases MS1,MS5
3
12 Discuss the principals of evidence based m edicine and be familiar w ith the current resources available online and through the biomedical library MS1,MS5
1
13 Discuss procedures relevant to disease diagnosis and alternatives to m edical therapy ( e.g., percutaneous coronary intervention, arrhythmia ablation, implantable defibulator) MS1,MS2,MS5,C 4
C8,CS6,CS1,PH1
14 Discuss how to serve patients interest w hen evaluating brand name vs. generic drugs, and pharmaceutical advertising to patients and clinicians. CC13,PH2,P2,PP
LD1,PH3,CC7,EI
M2,PH1,EIM5,EI
M3,P5
6
15 Explain w hat is required to w rite a complete, unambiguous, and legal prescription and also w hat is required to insure the patient is fully counseled about m edications, their drug history is comprehensively evaluated and they have printed drug information. MS2,CC13,PH2,
P2,PPLD1,PH3,C
C7,EIM2,PH1
0
Old Course Objectives (continued)
Course Objectives (CO) Links (GO) Sessions (CO) 16 R ecognize signs of drug/alcohol abuse and describe potential treatment strategies. CC13,PH2,P5,PH
5
0
17 Communicate effectively w ith fellow students and faculty. CC8,CS6,CS1
4
18 Demonstrate team skills by participating effectively in team exercises. CC1,P7
3
19 Take responsibility for his-­‐ or her-­‐own m edical education. PPLD1
16
20 S earch efficiently for and obtain recent, high quality, relevant m edical information and scientific literature to solve problems.
MS1,MS4
4
21 R ead critically, evaluate, and assess m edical information and scientific literature about important neurological topics and questions. MS1,MS4
3
22 Practice clinical reasoning skills in the context of a simulated patient scenario. CC6,CC7
6
23 Demonstrate skills necessary for assisting patients to understand treatment options and the need for care. CC12,CS4,CS7
4
24 To help colleagues by contributing constructive suggestions during peer review
PPLD3, 3
25 To m eet professional responsibilities fully, including being punctual, present, and engaged, and being reliable in commitment to tasks.
P7
6
Updated Course Objectives
#
Course Objectives ( CO)
Describe an overview of d rug p harmacokinetic p roperties ( e.g. absorption, d istribution, metabolism, and excretion) that apply
1 to all therapeutic agents
Describe h ow d rugs interact with receptors, cells, tissues, and organs to p roduce their d esired and u nintended 2 pharamcodynamic effects
Calculate a loading d ose, maintenance d ose, and h alf-­‐life of a d rug, u sing p reviously validated measurement of d rug bioavailability, clearance, and volume of d istribution
3
Explain the basic concepts of d rug-­‐receptor interactions)e.g. agonists, antagonists, p artial agonists, ED50, p otency) Sessions
1, 3 , 4 , 5 , 6 , 8 , 2 4
MS
Exam
1, 5 , 8
MS
Exam
1,3,4,7,28
5,6
MS
Exam
MS
Exam
MS
Exam
MS
Exam
MS
Exam
MS
Exam
MS
Exam
4
5
Describe h ow d rug-­‐receptor b inding can lead to a cascade of intracellular changes through s econd messenger s ystems and beyond ( e.g. cyclic AMP, cyclic G MP, etc.)
Describe in d etail the most common p athways in man for d rug metabolism, and their p harmacogenetic importance and implications ( e.g. ultraslow or u ltrafast metabolizers)
5,6
8, 2 4
6
Describe the p urpose, n euroanatomy, n eutrotransmitters, and p hsiological effects of the two b ranches of the autonomic nervous s ystem ( sympathetic, p arasympathetic)
9
7
Describe in d etail the most common d rugs u sed clinically as agonists and antagonists at the various adrenergic receptors ( e.g. beta-­‐receptor agonists and antagonists, alpha-­‐receptor agonists and antagonists)
10, 1 1
Describe in d etail the most common d rugs u sed clinically as agonists and antagonists at the various cholinergic receptors ( e.g. muscarinic-­‐receptor agonists and antagonists, n icotinic-­‐receptor agonists and antagonists)
12, 1 3
8
9
Geisel Competenc How Assessed
y
Describe the most common adverse d rug reactions for d rugs p resented in the course, as well as the most common d rug-­‐drug 1, 5 , 6 , 8 , 1 0, 1 1, 1 2, interactions ( e.g. tremor from albuterol, sedation from clonidine)
13, 1 5, 1 6, 1 7, 2 0, 21, 22, 2 6, 2 7, 2 9 10
Updated Course Objectives
Explain h ow foods, h erbal p roducts, n utritional s upplements, and over-­‐the-­‐counter d rugs can cause clinically important interactions with commonly u sed therapeutic d rugs
8, 1 7
11
Describe h ow each class of therapeutic d rugs is n amed in a common fashion, and also how generic and b randed d rugs have different types of testing p rior to approval, n aming, and p ricing s trategies
12
13
14
MS, CC
Exam
MS, CC
Exam
MS, CC
Exam
MS, CC
Exam
MS, CC
Exam
MS, CC
Exam
CC,
Conf
CS,CT
Conf
PP, P rof
Conf, modules
1
Describe the b asic and clinical p harmacology of the most common d rugs u sed to treat h ypertension and coronary artery disease ( e.g. angina, MI, etc.)
15, 1 6, 2 2
Describe the b asic anc clinical p harmacology of the most common d rugs u sed to treat h yperlipidemia and cardiac arrhythmias
21, 2 6
Describe the b asic and clinical p harmacology of the most common d rugs u sed to treat congestive h eart failure
27, 2 9
Describe the most common d rugs u sed to treat respiratory conditions s uch as asthma, reactive airways d isease, chronic obstructive p ulmonary d isease, and cough
20, 2 5
15
16
While discussing clinical cases in small groups, d emonstrate the ability to reason from s ymptoms and s igns to a 14, 1 8, 2 3
diagnosis, and from a d iagnosis to recommendations for treatment of that condition, including the ability to access and evaluate different current reliable sources of b iomedical information
17
While discussing clinical cases in small groups, d emonstrate the ability to communicate clearly and effectively with students and faculty, and to p articipate effectively as a team member
14, 1 8, 2 3
By completing all assignments on time, and coming to each conference on time and well prepared, demonstrate the ability to b ehave p rofessionally, and to take responsibility for your own medical educaton
14, 1 8, 2 3
18
19
Discuss the concepts of value-­‐based care and medical ethics, that relate to s uch d rug-­‐related issues as p eriods of p atent protection, p ricing of d rug p roducts, appropriate u se of genertic d rug p roducts, d irect-­‐to-­‐consumer advertising, d irect-­‐
to-­‐physician d rug d etailing, and d irect-­‐to-­‐physician consulting fees
20
1, 2 9
PH, P PL, EIM, Prof
Conf
Course Objectives – Geisel Competencies
There are 20 updated course objectives that fulfill Geisel competencies as follows:
•
•
•
•
•
•
•
•
15 address specific medical science knowledge
7 address clinical care
1 addresses population health
1 addresses communication skills
1 addresses personal, professional & leadership development
1 addresses evaluation and improvement in medicine
2 address professionalism
1 addresses collaboration and teamwork
Course Objectives – Geisel Program Objectives
The Old Course objectives #9, #15 and #16 did not map to any particular session and have been changed accordingly in the new objectives.
Course Objectives – Format/Distribution
• 3 overarching Course objectives are provided in the syllabus in Canvas, however, the 20 new course objectives are only in Ilios. These should be added to Canvas to ease student availability.
Course Objectives – USMLE Brochure
http://www.usmle.org/pdfs/usmlecontentoutline.pdf
General Principles of Foundational Science
Pharmacodynamic and pharmacokinetic processes: general principles, absorption, distribution, metabolism, excretion, dosage intervals
Mechanisms of drug action, structure-­‐activity relationships (eg, anticancer drugs)
Concentration and dose-­‐effect relationships (eg, efficacy, potency), types of agonists (eg, full, partial, inverse) and antagonists and their actions
Individual factors altering pharmacokinetics and pharmacodynamics (eg, age, gender, disease, tolerance, compliance, body weight, metabolic proficiency, pharmacogenetics)
Mechanisms of drug adverse effects, overdosage, toxicology
Mechanisms of drug interactions
Signal transduction, including structure/function of all components of signal transduction pathways such as receptors, ligands (eg, general principles of nitric oxide, autocrine and paracrine signaling)
USMLE continued
Systems Pharmacology:
Immune System
Adverse effects of drugs on the immune system: Jarisch-­‐Herxheimer reaction; Drugs affecting the immune system (eg, prednisone, azathioprine, cyclosporine, methotrexate, monoclonal antibody drugs [eg, abciximab, adalimumab; bevacizumab, infliximab, omalizumab, rituximab]);
Behavioral Health
Adverse effects of drugs: Steroid-­‐induced psychosis; varenicline and suicide; drug-­‐induced psychogenic polydipsia
Skin & Subcutaneous Tissue
Adverse effects of drugs on skin and subcutaneous tissue: drug reactions, eruptions,
Musculoskeletal System
Adverse effects of drugs on the musculoskeletal system: drug-­‐induced myopathy (eg, steroids, statins, cocaine, AZT); malignant hyperthermia
USMLE 1 continued
Systems Pharmacology Continued
Adverse effects of drugs on the cardiovascular system: adriamycin; cocaine, amphetamine,
PCP; ACE inhibitors, calcium channel blockers, alpha blockers, minoxidil
Adverse effects of drugs on the respiratory system: bleomycin, amiodarone; adverse
effects of 100% oxygen; tobacco, inhalants, cocaine
Adverse effects of drugs on the gastrointestinal system: drug-­‐induced changes in motility
(chronic laxative abuse, opioids); drug-­‐induced gastritis, duodenitis, peptic ulcer disease
(NSAIDs); drug-­‐induced hepatitis (eg, acetaminophen, isoniazid); drug-­‐induced
pancreatitis (eg, thiazide diuretics)
Adverse effects of drugs on the renal and urinary system: ACE inhibitors; aminoglycosides;
amphotericin B; cisplatin; furosemide; gadolinium (nephrogenic systemic fibrosis);
heroin; iodinated contrast dye; lithium; NSAIDs; penicillins; sulfa drugs; tenofovir; drug -­‐
induced urinary retention
Adverse effects of drugs on pregnancy, childbirth, and the puerperium: alcohol, tobacco,
and other drugs (ATOD); prenatal radiation exposure; teratology (eg, ACE inhibitors,
SSRIs, warfarin, infections, toxins)
Adverse effects of drugs on the female reproductive system and breast: antihistamines,
H2-­‐receptor blockers; benzodiazepines; beta-­‐adrenergic blockers; hormone
replacement; opioids; spironolactone; selective serotonin reuptake inhibitors;
tricyclic antidepressants
USMLE 1 continued
Systems Pharmacology continued
Adverse effects of drugs on the male reproductive system: alcohol; androgens, testosterone;
antipsychotics, antidepressants including selective serotonin reuptake inhibitors; betaadrenergic
blockers; diuretic including thiazides; drug-­‐induced priapism (eg, trazodone);
finasteride, dutasteride; sildenafil, tadalafil, vardenafil; marijuana; nitric oxide reductase
inhibitors
Adverse effects of drugs on the endocrine system: drug, medicinal, and biologic substance
effects; exogenous steroid suppression of adrenal glands, anabolic steroids
Medical Error Pharmacology
Medication errors
Ordering, transcribing, dispensing, administration (wrong quantity, wrong route,
wrong drug)
Medication reconciliation
USMLE final thoughts
Between Pharm 216 and Pharm 217, all areas listed in the USMLE content brochure appear to be accounted for according to the Syllabus.
The USMLE listed details for the topic of Pharmacology (e.g.-­‐
names specific drugs and effects). Suggestion -­‐ The Lecturer’s responsible for the sessions on these topics should review their lectures and to be sure they include each item on the USMLE list. Consider the creation of Pharm Cards on each listed drug.
Course Objectives – AMSPC
Covered elsewhere
Covered in 4th
year
1.GENERAL PRINCIPLES
2.DRUGS ACTING AT SYNAPTIC AND NEUROEFFECTOR JUNCTIONAL SITES AUTONOMIC AND NEUROMUSCULAR PHARMACOLOGY
3.DRUGS ACTING ON THE CENTRAL NERVOUS SYSTEM (21)
4.AUTACOIDS/NONSTEROIDAL ANTIINFLAMMATORY/ASTHMATIC DRUGS
5.CARDIOVASCULAR AND RESPIRATORY PHARMACOLOGY
6.DIURETICS AND DRUGS AFFECTING RENAL FUNCTION, WATER, AND ELECTROLYTE METABOLISM
7.GASTROINTESTINAL DRUGS
8.CHEMOTHERAPY
9.HEMOSTASIS AND BLOOD FORMING ORGANS
10.ENDOCRINE PHARMACOLOGY
11.TOXICOLOGY AND THERAPY OF INTOXICATION
12.VITAMINS
13.HERBALS
Session Objectives – Format/Distribution
• Session objectives are provided in the course materials for each session.
• Session objectives are mainly written in the correct format.
• A few of the session objectives use the word “Understand” and a few simply list facts such as “The students are expected to ….The only antiarrhythmic that has ever been shown to improve mortality in the post infarct patient is a beta blocker”
Session Objectives -­‐ Redundancy
• Pharmacology touches each system. The depth of coverage of the drugs in this course appears planned. Course Learning Opportunities
• Lecture 21 hrs. (64%) – this includes flipped sessions with pre-­‐work and is well received by students.
• Small groups 6 hrs. (18%)
• Large Groups 2 hrs. (6%)
• Online tutorials 4 hrs. (12%)
• = 100%
• Exam – 1 event
• Narrative Assessment – (a comment about the students general attendance and contribution)
Course Learning Opportunities
• Some of the lectures have pre-­‐lecture materials
• Students liked Dr Nierenberg's pre-­‐lecture prep materials, ie -­‐ Camtasia previews
Assessment
• Phar 216 is Pass/Fail
• “Students who perform more than 2 standard deviations below the class mean or students whose grades are outliers are at risk of receiving a grade of fail” From the syllabus
• Final Exam – ~80 question/~3 per lecture
• Other Grading -­‐ 16 points/4 each from each of the online sessions.
Assessment – Final Exam
• The syllabus states there is an 80 question exam. The Sept 2014 Exam (submitted for review) is 65 questions.
• Questions 5, 13, 18, ask “Which of the following statements are true?” • Suggestion -­‐ Re-­‐write these 3 questions.
Measures of Quality – AAMC GQ
“Indicate how well you think that instruction in [basic science topic] prepared you for clinical clerkships and electives.” [1=poor; 2=fair; 3=good; 4=excellent]
Geisel mean 2010
Geisel mean 2011
Geisel mean 2012
Geisel mean 2013
Biochemistry
2.7
2.5
2.6
2.6
Biostatistics/Epidemiology
2.9
3.2
3.2
2.9
Genetics
2.9
2.8
2.8
2.6
Gross anatomy/Embryology
3.6
3.5
3.6
3.4
Immunology
2.9
3.0
3.1
2.7
Intro to Clin Med/On Doc
3.5
3.4
3.5
3.0
Microanatomy/Histology
2.8
2.9
3.1
2.8
Microbiology
3.1
3.2
3.3
3.0
Neuroscience
3.2
3.0
3.0
Pathology
3.2
3.1
Pharmacology
3.4
Physiology
Measur
es of Quality – AAMC GQ
Geisel mean 2014
All schools means 2014
2.8
2.7
3.2
2.8
2.8
2.9
3.6
3.4
2.7
3.1
3.3
3.5
3.1
2.9
3.1
3.2
3.0
3.2
3.2
3.4
2.8
3.1
3.3
3.1
3.1
2.6
3.1
3.1
3.6
3.6
3.5
3.1
3.4
3.4
Behavioral Science
3.2
3.3
3.3
3.0
3.2
3.2
Pathophysiology of Disease
3.5
3.5
3.5
3.3
3.5
3.5
Measures of Quality – Step I
2012*
2013*
2014*
Means 12-­‐14
Biochemistry
0.30
0.20
0.22
0.24
Biostatistics/Epidemiology
0.43
0.40
N/A
N/A
0.08
0.08
TRADITIONAL CORE DISCIPLINES
Biostatistics
Genetics
0.28
0.18
0.28
0.25
Gross anatomy/Embryology
0.33
0.26
0.14
0.24
Histology/Cell Biology
0.37
0.26
0.23
0.29
Microbiology/Immunology
0.31
0.47
0.39
0.39
Pathology
0.26
0.24
0.20
0.23
Pharmacology
0.22
0.22
0.12
0.19
Physiology
0.38
0.35
0.25
0.33
*values reported for core disciplines are SD above the US/Can mean for Geisel mean scores
Measures of Quality – Step I
SYSTEMS-­‐BASED TOPICS
Behavioral sciences
2012*
2013*
2014*
Means 12-­‐14
0.43
0.26
0.15
0.28
0.01
0.01
0.02
0.23
0.39
0.39
0.54
0.48
0.25
0.25
Biostatistics, Epidemiology, Pop Health
Cardiovascular system
0.20
0.47
Endocrine system
Gastrointestinal system
0.32
0.59
General Principles of F ound S ciences
Hematopoietic/lymph systems
0.14
0.18
0.09
0.14
Immune system
0.22
0.53
0.16
0.30
0.23
0.23
0.19
Multisystem Processes & Disorders
Musculoskeletal, skin, CT systems
0.24
0.34
-­‐0.02
Nervous system
0.25
0.21
N/A
Nervous system and B ehavioral Health
0.06
0.06
Nutrition
0.56
0.39
0.22
0.39
Renal/urinary system
0.42
0.21
0.23
0.29
Reproductive/endocrine systems
0.42
0.39
N/A
Reproductive system
Respiratory system
0.29
0.31
0.39
0.39
0.18
0.26
*values reported for core disciplines are SD above the US/Can mean for Geisel mean scores
Measures of Quality – Course Reviews
Year 1 courses
Overall Satisfaction AY 2013-­‐2014
Human Anatomy and Embryology II Human Anatomy and Embryology I Physiology-­‐Renal Biostatistics and Epidemiology
Metabolic Basis of Disease Biochemical and Genetic Basis of Medicine Neuroscience
Physiology-­‐Endocrine CTO Basic Science of Microbial Disease
Measur
es of Quality – AAMC GQ
4.57
4.33
4.32
4.28
4.23
3.97
3.90
3.81
3.79
3.78
Virology 3.71
General Pathology
3.46
Physiology-­‐Cardiovascular 3.45
Physiology-­‐Respiration 3.38
Immunology 2.35
scale [1=poor; 2=fair; 3=good; 4=very good; 5=excellent]
Measures of Quality – Course Reviews
Year 1 courses (fall, winter)
Overall Satisfaction AY 2014-­‐2015
Human Anatomy and Embryology II 4.57
Human Anatomy and Embryology I 4.35
Metabolic Basis of Disease 4.35
Biochemical and Genetic Basis of Medicine 4.34
Physiology-­‐Renal 4.19
CTO 4.07
Virology 3.77
Physiology-­‐Endocrine 3.76
Immunology
3.67
Physiology-­‐Respiration 3.34
Physiology-­‐Cardiovascular 3.23
scale [1=poor; 2=fair; 3=good; 4=very good; 5=excellent]
Measures of Quality – Course Reviews
Year 2 courses
Overall Satisfaction AY 2013-­‐2014
Measur
es of Quality – AAMC GQ
Respiration
4.39
Cardiology
4.29
Hematology
4.29
FEK
4.28
Dermatology
4.24
Endocrine
3.97
GI
3.96
CT & Bone
3.82
Infectious Diseases
3.79
Pharmacology I
3.71
Psychiatry
3.44
Neurology
3.34
Reproduction
3.25
scale [1=poor; 2=fair; 3=good; 4=very good; 5=excellent]
Measures of Quality – Course Reviews
Year 2 courses
Overall Satisfaction AY 2014-­‐2015
Measur
es of Quality – AAMC GQ
Respiration
4.38
Cardiology
4.27
Pharmacology
4.15
Hematology
4.44
Nervous system
3.46
Psychiatry
4.20
Endocrine
4.09
FEK
4.19
CT & Bone
3.62
Dermatology
4.11
GI
4.47
Infectious diseases
not yet available
Reproduction
not yet available
scale [1=poor; 2=fair; 3=good; 4=very good; 5=excellent]
Measures of Quality – Course Evaluation
scale [1=poor; 2=fair; 3=good; 4=very good; 5=excellent]
Course X
2012 (97%)*
Course X
2013 (97%)*
Course X
2014 (99%)*
Overall satisfaction of course
3.43
3.71
4.15
Clarity of learning objectives
3.49
3.60
4.06
Organization of the course
n/a
3.84
3.91
How well the course introduced me to this discipline
3.87
n/a
4.15
Congruence of assessment questions to material emphasized in course
3.80
3.84
3.98
*student participation rate on course evaluation
Measures of Quality – Course Reviews
Strengths (summary):
1 – Good overall organization of the course, “the flow of the course matched the topics in other courses”. “well organized”
2-­‐ The pre-­‐lecture material, esp the Camtasia previews
3-­‐ the Pharm Cards
4-­‐ The case based practice problems throughout some lectures.
Measures of Quality – Course Reviews
Suggestions for Improvement (summary):
1-­‐ The List of Drugs on Canvas ought to be updated at the beginning of the course, and made more complete; to include the important drugs from all sessions and on the USMLE1
2-­‐ Consider Pharm cards for all sessions (esp
cholinergics)
3-­‐ Try to coordinate the teaching of anti-­‐arrhythmics
with the cardiology course
4-­‐ Re-­‐structure small groups to include/involve more students in all of the cases
Final Recommendations (1 of 2)
I.
Course Objectives
I. Updated (done)
II. Add the full list of updated Course Objectives to the Syllabus in Canvas
II. USMLE 1
I.
Review the drug list in Canvas to be sure each drug listed in the USMLE1 content list in included. Consider Pharm Cards. Distribute the list of USMLEs drug to each appropriate session teacher.
Final Recommendations (2 of 2)
I.
Session Objectives – consider re-­‐write of objectives that state facts rather than objectives.
II. Syllabus –
I.
II.
Update the syllabus front page to the current year
Update summary of Final Exam (states 80 Q exam)
III. Final Exam (2014)
I.
Questions #5, 13 and 18 are True/False lead questions and should be re-­‐written.
IV. Coordinate with the Cardiology is possible
V. All small session cases should be completed and discussed by all students. A few students can moderate, but all should be involved.
Action Plan (1 of 3)
I.
Course Objectives
I. Updated (done)
II. Add the full list of updated Course Objectives to the Syllabus in Canvas (on canvas site for 2015-­‐16 and in “Medical Pharmacology Essentials” document)
II. USMLE 1
I.
Review the drug list in Canvas to be sure each drug listed in the USMLE1 content list in included. Consider Pharm Cards. Distribute the list of USMLEs drug to each appropriate session teacher. (We are reviewing USMLE resources to ensure our drug list is up to date and will be updating the drug lists and lectures where appropriate. Commonly used drug class members can be listed).
Action Plan (2 of 3)
I.
Session Objectives – consider re-­‐write of objectives that state facts rather than objectives (will review format with lecturers and adjust as appropriate).
II. Syllabus –
I. Update the syllabus front page to the current year (done)
II. Update summary of Final Exam (done)
Action Plan (3 of 3)
I.
Final Exam (2014)
I. Questions #5, 13 and 18 are True/False lead questions and should be re-­‐written (these questions will be removed from our question bank and new ones written).
II. Coordinate with the Cardiology is possible (this was a specific problem with 1 session and we will attempt to align this content with SBM. Our lecturer for this session retired this year so potentially this might be an online session)
III. All small session cases should be completed and discussed by all students. A few students can moderate, but all should be involved (this year we will change the format of these sessions so while specific students lead a case ALL students are expected to have studied the material and be able to discuss it).