DOI: 10.1111/bph.16108
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OC082 | Innovative pedagogies to incorporate additional experiential learning
(EL) opportunities within Pharmacology & Toxicology curriculum
Michelle Arnot; Charlotte Pashley; Rebecca Laposa; Anita Hanadanizadeh; Ruth Ross
Pharmacology & Toxicology, University Of Toronto
Background and Aims
Incorporating opportunities for undergraduates to gain practical, applied, and hands-on experience is paramount for engaging students and training the next generation to integrate into diverse areas of drug development and research. Often, internships and faculty-supervised individual
research experiences are limited due to program size (e.g., 110 + graduates/year). To expand these opportunities, we have incorporated diverse
experiential learning (EL) throughout the curricula.
Summary of Work and Outcomes
Of our 26 courses offered, over 40% incorporate EL experiences (see samples in Table 1). Using surveys and program evaluation data, we
reviewed student and alumni perceptions of these EL experiences. Students in our CEL and Simulate Incubator courses reported improved interpersonal skills (95%), improved confidence in accessible communication (88%) and were able to engage in communication and problem solving
with individuals from diverse backgrounds and perspectives (95%). Further, the majority (88%) of students reported increased confidence in their
ability to work in a formal workplace.
Program evaluation data indicated that students in EL courses rate their quality of learning experiences more highly, are more likely to recommend
these courses to others and would have chosen to take the course regardless of program requirements, relative to students enrolled in non-EL
courses. Survey data from alumni respondents indicated that most (89%) had participated in at least one EL opportunity during their program, with
51% having 3 or more of these opportunities. Student and alumni qualitative comments reflect the positive student experience:
“It was incredibly refreshing to learning about pharmtox from a societal POV. I especially loved the experiential learning aspect of the course…I
wish there were more courses like PCL389 with a societal focus and organizational partnership.”
“It (PCL368) provides a good look into the process of clinical testing and the science behind each step of the drug approval process.”
“It brought real life experiences to the content learned in class”.
Discussion
Our data supports embedding diverse EL experiences to ensure that students have opportunity to apply their knowledge, develop critical thinking
and engage with activities that hone their ability to work effectively with diverse populations. Our data reflects the positive impact these EL
opportunities provide.
Conclusion
Various data sources highlight the important role that integrated EL opportunities have in students' academic and professional development. Our
findings indicate that EL can be successfully integrated into discipline-specific curriculum, providing an expansion of equitable student EL experiences throughout their degree.
Br J Pharmacol. 2023;180(S1):585–647.
wileyonlinelibrary.com/journal/bph
© 2023 The British Pharmacological Society
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Pharm & Tox WCoP Table 1, Arnot et al.
OC083 | The ‘Drug Index Visual Map’: creating an open, digital, customisable, visual mapping
tool for pharmacology teaching & learning
Andriana Hadjiyianni; Nikolaos Androulakis; Michael Temvriotis; Xeni Kosofidou; Maria-Ioanna Vitali; Nikolas Dietis
Medical School, University Of, Cyprus
Background and Aims
Students express a positive attitude towards the integration of digital technologies in their learning activities [1]. ‘Visual mapping’ is a visualization
technique that displays complex information by graphical organization [2]. Students believe visual maps can be an effective pedagogical tool in
Pharmacology teaching & learning [3]. However, an open resource that utilizes visual mapping in pharmacology, is missing. To address this, we
aimed to create the first-ever visual map in pharmacology as an open, digital, customisable educational tool.
Summary of work and outcomes
We used a platform that incorporates an intelligent non-linear note management and a powerful animated visual network, called TheBrain™. We
created a network of drug categories using the Anatomical Therapeutic Chemical (ATC) index (‘therapeutic category’) and their stated mechanism
of action in the FDA Pharmacological Classification (FPC) index (‘activity category’). We highlighted representative drugs of each drug category as
they appear in major pharmacological textbooks. For the nomenclature of targets and ligands, we applied the ‘IUPHAR/BPS Guide to Pharmacology’ terminology. Categories and drugs that share commonalities, either in terms of mechanism of action or therapeutics, were visually linked
together in the map. For each drug class and individual drug, we created a corresponding landing ‘page’ with drug informatics from different
resources (i.e. PubChem, DrugBank, DrugCentral, TDD, etc) and a variety of online educational material (i.e. tables, website links, videos, etc).
Discussion
Visual maps are graphical tools that present organised information in a way that can enhance retention and learning. We created a unique visual
map of drug classification using a platform that allows the construction of animated visual maps that change conformation with every user interaction, thus creating a sense of a centred navigation within a concept pharmacology map. The incorporation of drug informatics and educational
material within this navigation-based knowledge map formed a unique educational tool that can be used in pharmacology learning & teaching
setting.
Conclusion
We created the first digital visual map in pharmacology as an open resource for learning & teaching.
References
1. Plch L. Perception of Technology-Enhanced Learning by Medical Students: an Integrative Review. Med Sci Educ. 2020;30(4):1707–1720.
https://doi.org/10.1007/s40670-020-01040-w
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2. Davies M. Concept mapping, mind mapping and argument mapping: what are the differences and do they matter? Higher Education
2011;62(3):279–301. https://doi.org/10.1007/s10734-010-9387-6
3. Qadir F, Zehra T, Khan I Use of Concept mapping as a facilitative tool to promote learning in Pharmacology. Journal of the College of Physicians
and Surgeons–Pakistan 2011, 21(8):476–481.
OC084 | 50 Years Integrative Pharmacology in Education and Research: Part I. Gynecology:
Motor Oscillations and Contractions to Electrical Stimulation
Michael Michailov 1; Eva Neu 1; Archana Srivastava-Werner 1,2; Viktor Foltin 1,3; Thomas Platnner 1; Janka Foltinova 1,4; Alfons Hofstetter 1,5;
Ernst Rainer Weissenbacher 1,6
1
Inst. Umweltmedizin (IUM) c/o ICSD/IAS e.V., POB 340316, 80,100 M. (Int.CouncilSci.Develop./Int.Acad.Sci. Berlin-Innsbruck-Muenchen-NewDelhiParis-Sofia-Vienna); 2Sana Clinic Offenbach (Gyn.&Obstet., Dir.); 3St. Elisabeth Univ; 4Univ. Bratislava, Med. Fac. (Prof.); 5Univ.-Klinikum Grosshadern
(Dir.a.D., Prof.); 6Univ.-Dept. Gyn., Klin. Grosshadern (Prof.), & Practice Premium Med
Introduction
During pharmacological congress IUPHAR-2018-Kyoto a presentation considered “Futurology of Pharmaco-Toxicology” in context of epistemology, moral philosophy, aesthetics. Presently will be informed about 50 years pharmacological research conc. Genito-urology as example for education in the future. First investigations about potentiation of vasopressin pressor-response of blood pressure (rats) by mercaptothylguanidine
(MEG) are published in Experientia 1969, 25:621–2 (Michailov-et-al.) as well as about effects of ß-sympathomimetics on aorta&v.portae (rat) in
J. de Pharmacologie, Paris-1972, 3:C13 (buphenine,fenoterol) (Michailov/Felix/Welscher).
Genitourology is fundamental science related to enormous problems of humanity – over /underpopulation-contraception-gravidity-infertilityinfections-oncological diseases. Creation of an integrative-genitourology (andrology-gynecology-urology) related to holistic medicine, founded by
HIPPOCRATES-GALENUS-HUA T'UA-PARACELSUS, is necessary to counteract these problems. Pharmaco-physiology is essential for gynecological therapy. Presently will be given resume from systematic observations of drug-effects on genito-urology. These are reflected in contributions
of Michailov, Neu-et-al. in all congresses of IUPHAR-2018-Kyoto,
2014-Cape-Town,
1975-Helsinki, also EPHAR and German Society DPGT
(2022–1970). Recent results related to earlier will be considered.
Methods
Motor activity of isolated human preparations (surgical tissue) (Ref.).
Results
1. Myometrium generates spontaneous slow tonic-contractions (STC:0.22 ± 0.01/min) with amplitudes 12% (35–25%) of preparation length
(n = 101,p < .05–0.01). STC are inhibited/transformed into spontaneous fast phasic-contractions (SPC), similar to.
2. Tuba Uterina (0.65 ± 0.35/min; n = 42) with small-amplitudes (1–6% of length), by hormones (melatonine, cAMP, PGE1) and drugs (antihistaminic/mepyrine), theophylline, ß-sympathomimetics/fenoterol, Ca-antagonists/terodiline). UrolR induces strong negative chronotropic/positive
inotropic-effects in myometrium, but only negative-effects in vasa uterinae.
3. A. et V. Uterinae generate only SPC (0.3–1/min) and react to neurogenic (TTX-abolition) and myogenic contractions to electrostimulation
(nCES10&100 Hz,0.3 ms,3 s; mCES10Hz,40 ms,3 s), v.umbilicalis: only after mCES. Motor activity is dependent on [Na+], [K+], [Ca++], [Mg++].
Melatonine (1 μg/ml)&PGE1 (1 pg-10 ng/ml) has strong negative chrono /inotropic effects, also on myometrial&tubo-ovarial vascular prep.
(n = 30,p < .05–0.01).
Conclusion
Pharmaco-physiological projects [1–3] could help for better therapy of motor disturbances in female genital tract, e.g. tocolysis, in context of
UNO-AGENDA21 for better health-education-economy on global level.
References
1. Michailov, M.Ch., Neu, E., Welscher, U., Werner, G., Hofstetter, A., Weissenbacher, E.R. Weiss, D.G. On Pharmacological Education: Integrative
Pharmaco-Physiology on Example of Idiopathic Hypertension. IUPHAR-2018-Kyoto: Basic&Clin.Pharmacology, Abstract-Book PO2–8-1 (IUPS1989-Helsinki: Ionic stretch channels described firstly by Michailov, Neu et-al. Int.Congr.Physiol. Proc.XVII, p.529).
2. Michailov, M.Ch., Neu, E., Hofstetter, A., Schneider, W., Seidenbusch, W.: Ionale dehnungsabhängige Kanäle im Urogenitaltrakt. PharmakoPhysiologie der Tokolyse. Gynäkologisch-Geburtshilfliche Rundschau 33/Suppl.1, 332–333/1993.
3. Michailov, M.Ch., Neu, E., Werner, A., Welscher, U., Jaud, W., Foltinova, J. Tocolysis and motor oscillations of human myometrium. FIGOKuala-Lumpur-2006. World Congr.Gyn.Obstet. Abstract-Book-1,p.64 (eds. FIGO-London: A.Acosta/Pres., Lord N.Patel).
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OC085 | The Development of a Novel Educational Resource to Support Student Learning and
Engagement in Pharmacology
Kenneth Watterson; Craig Daly; Christine Uwase; Catherine MacRobbie
University Of Glasgow
Background and aims
Receptor pharmacology is a complex area that is often taught early within undergraduate pharmacology courses. As such, students can find this
challenging. Game-based learning within pharmacology is increasingly recognised to encourage collaborative learning behaviour and promote student engagement [1]. This project therefore aimed to design, develop and evaluate a novel pharmacology board game to incorporate game-based
learning to enhance student learning of receptor pharmacology within the University of Glasgow junior honours pharmacology course.
Summary of Work and Outcomes
“The Creative Assignment” within the junior honours pharmacology curriculum at the University of Glasgow involves students producing a short
piece of creative work that reflects a key aspect of pharmacology. Evaluation of these resources facilitated the development of a novel board
game called “RecepTour”. In this game, students move through a gameboard based around the 2D-structure of a G-Protein coupled receptor,
answering questions on receptor pharmacology. To evaluate RecepTour, 3rd (n = 8) and 4th year (n = 9) undergraduate pharmacology students
played the game and then completed a post-game feedback questionnaire, with reponses rated based on a 5-point Likert scale (1- strongly disagree, 2-disagree, 3-undecided, 4-agree,5-strong agree). All students either agreed or strongly agreed that they enjoyed playing the game. The
game also enhanced their confidence of the subject matter and encouraged them to learn more about the topic. Most of the responses also indicated a role as a pre-exam revision tool.
Discussion
In Dec 2019, RecepTour was showcased as part of the educational workshop at the BPS annual conference in Edinburgh. We now aim to incorporate RecepTour within the undergraduate pharmacology teaching. The game has also been further developed to integrate models of receptor
structures via quick response (QR) codes. A re-design of the game to incorporate the process of drug discovery has also recently been completed
as a science outreach tool to promote pharmacology within secondary school cohorts.
Conclusion
The evaluation indicates that students engaged well with the game. The reported improvement in confidence within the subject area is important
within the early stages of junior honours teaching, where students are being introduced to these concepts for the first time. A broader evaluation
will also consider the effect of the game on student understanding and performance.
Reference
1. Gudadappanavar AM, Benni JM, Javali SB Effectiveness of the game-based learning over traditional teaching-learning strategy to instruct pharmacology for Phase II medical students J Educ Health Promotion 2021; 10:91. https://doi.org/10.4103/jehp.jehp_624_20
OC151 | The introduction of electronic prescribing assessments in newly qualified doctors
Ms Naomi Burns; Michael Okorie
BSMS
Introduction
Paper prescribing is becoming less common in the UK with digital prescribing expected ‘across the entire NHS by 2024’ [1]. However, the training
and assessment of prescribing for medical graduates often relies on paper drug charts. The doctors prescribing assessment (DPA), developed by
Health Education England, Kent, Surrey & Sussex (HEKSS) in 2012 was created to help identify individual training needs and confirm the acquisition of essential prescribing competences [2]. The DPA is taken annually by approximately 800 newly qualified doctors (F1) utilising local paper
drug charts and guidelines.
Following the introduction in 2015 of electronic prescribing and medicines administration (EPMA) in our hospital, we developed and implemented
an electronic prescribing assessment modelled on questions from the DPA.
Methods
A multidisciplinary group developed four scenarios, three hundred test patient e-templates on a training system and an adaptation of marking
criteria.
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Consideration was given not only to the logistics of assessing large numbers of trainees electronically but also the development of the questions
since clinical decision support systems would be available and some prescription fields pre-populated. A pilot was run with five F1s and minor
revisions were made.
Table 1: Objectives of EPMA assessment.
Pre-assessment training, marking, feedback and management of poor performers were all undertaken as per the HEKSS DPA process.
Results
Trainee feedback was largely positive and felt to be a useful training exercise prior to prescribing for inpatients.
Table 2: Trainee feedback agreement with the following statements.
Marks could not be compared with previous paper assessments due to changes in the questions. It was apparent however that more questions
were asked on how to perform a task.
Electronic prescriptions were considered to take less time to mark due to improved legibility.
Good communication and collaboration were required by the team to manage the not insignificant resources required for implementation.
Conclusion
Despite initial resources, implementation and use of the assessment has been carried out successfully each year to approximately 60 F1s during
induction, demonstrating that electronic prescribing assessments are feasible.
There is an urgent need to move away from paper assessment methods with the introduction of EPMA across the UK.
Current research aims to determine whether there is a correlation between the national Prescribing Safety Assessment and electronic DPA
results.
TABLE 1
Objectives of EPMA assessment.
Review and update patient allergy status
Complete VTE risk assessment
Prescribe and stop high risk drugs
Use local antibiotic guidelines
Prescribe a discharge prescription
TABLE 2
Trainee feedback agreement with the following statements.
2016 data (1st cohort)
2021 data
The questions are about right
27/28 respondents
30/31
Questions are unambiguous/no further clarification
required
15/23 respondents
16/23
FREE TEXT COMMENTS:
Overall very useful
Felt more acquainted with the system
Good range of questions
Very informative
More questions please e.g. add fluid
prescription
Hadn't considered the complexities of inhaler
prescribing
References
1. £16 million to introduce digital prescribing in hospitals 2020. https://www.gov.uk/government/news/16-million-to-introduce-digitalprescribing-in-hospitals (Accessed Oct 2022).
2. Doctors Prescribing Assessment: Guide for Foundation Doctors. https://london.hee.nhs.uk/sites/default/files/doctors_prescribing_
assessment_information_for_foundation_doctors.pdf (Accessed Oct 2022).
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OC182 | Insights from student justifications for the choice of responses to multiple-choice
questions
Anna-Marie Babey
University of New England
Introduction
The plethora of new medications with novel mechanisms of action has driven the creation of comprehensive drug interaction databases designed
to improve patient safety. Generally, such lists do not address the reason(s) for which interactions occur, however. Enhancing the ability of students to work from pharmacology first principles to understand the mechanisms that underpin these relationships could bolster confidence in clinical decision-making.
Concept-based multiple-choice questions (MCQs) could provide an opportunity for students to practice these skills. While MCQs provide prompt
feedback, selecting the correct answer doesn't necessarily demonstrate how students arrived at the response. Incorporating an integrative
approach that employs a brief justification of each answer requires students to articulate how they compared, synthesised, and applied their
learning.
This study aimed to design a series of MCQs to assess the ability of students to apply their knowledge to explain why certain drug interactions
might take place. Additionally, the justifications were evaluated for insight into the students' decision-making process.
Methods
A database of new MCQs was created and moderated. Students were provided with 1–2 sentence justification exemplars and recording of the
discussion of the approach from the first voluntary online session. Two cohorts of students in a third-year pharmacology unit answered 15 MCQs
in each of 4 online quizzes, with 90–120 minutes per quiz. The MCQs were marked automatically, while the justifications were hand-marked and
analysed for both content and potential information sources.
Results
Questions were designed to require integration of two mechanisms of action, with flexibility for the explanation (Table 1). Across both cohorts,
students scored an average of 3 marks lower on the justifications compared with the MCQs. Overall, most students struggled to articulate their
rationale for the responses chosen, although approximately two-thirds were able to gain at least half the marks. Evaluation of the submissions
demonstrated that almost one-third of students consistently searched for answers rather synthesising current and prior learning. Incomplete justifications and those that were unrelated to the question asked were the most common causes of mark loss.
Conclusions
Informal student feedback suggests that experiences with more fact-based MCQ quizzes might motivate answer searches rather than analysis
and synthesis. As the current embedded problem-solving activities do not appear to be applied to this task, focus groups will be used to guide the
creation of a training module to encourage a more adaptable approach.
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OC183 | Unifying the Honours program in Pharmaceutical Science
Betty Exintaris; Nilushi Karunaratne; Wessel Burger; Elizabeth Yuriev; Sab Ventura; Megan Waldhuber; Jennifer Short
Faculty of Pharmacy and Pharmaceutical Sciences, Monash University
Background and Aims
In Australia, an Honours degree is a specialised year of study drawing together the theory and practical skills gained in undergraduate studies. The
Honours Program at the Faculty of Pharmacy and Pharmaceutical Sciences (FPPS), Monash University provides comprehensive research training
to 4th year Pharmaceutical Science undergraduate students. Students undertaking Honours can enrol through 4 distinct ‘themes’ (Drug Discovery
Biology; Drug Delivery Disposition and Dynamics; Medicinal Chemistry; Pharmacy and Pharmaceutical Education) however historically, the Honours program has been largely theme-dependant without consistency across the themes. The aim of this study was to unify the Honours Program
at the FPPS, Monash University.
Summary of work and outcomes
The deliberate process of unifying the Honours Program involved broad consultation and discussion on structure, assessment and activities at
dedicated ‘Town hall’ meetings with faculty staff across all themes. In addition, Honours theme leads were surveyed to identify core knowledge/
skills required to successfully complete honours in their respective themes. Based on survey responses, 8 topics/skill areas were identified and
formed the basis for the development of coursework modules. Modules were delivered through the learning management system, LMS, with
some modules supported with lab-based activities. The assessment of the research component was consolidated such that all themes had a
shared assessment procedure, supported by newly-designed rubrics. The Research Unit was also supported by an LMS site.
Discussion
Eight coursework modules were developed using an evidence-based approach to ensure modules were user-friendly, flexible and self-regulated
with a focus on learner engagement (Table 1). As part of the Honours coursework component, all students completed the ‘research skills’ module
and selected 2 additional modules to complete in consultation with their supervisor. Notably, students working across themes could select modules that would satisfy the coursework requirements of each theme. In the research component, students completed common assessments with
common weightings, including a manuscript, final presentation and oral viva. The redesigned Honours' Program was delivered for the first time in
2021 to 42 Honours students. Student evaluations revealed >90% of students were satisfied with the coursework and research units. Suggestions
for future improvements included additional feedback and timetabling.
Conclusion
The Honours program in Pharmaceutical Science was redesigned and redeveloped to have a unified approach; the revised course will allow for
meaningful comparison of students with regards to knowledge and skill development. Feedback obtained from staff and students will be used to
further refine the course in subsequent years.
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OC185 | Addressing educational inequality: Capstones as a transformational educational
experience that reduces attainment gaps for under-represented groups of learners
David I. Lewis 1; Stephanie Allen 2; Charlotte Haigh 1
1
School of Biomedical Sciences & Biosciences Teaching and Innovation Hub, University of Leeds; 2School of History, University of Leeds
Background and aims
Capstones are a high-impact culminating experience designed to prepare learners for the workplace. A high-tariff assignment, they have the
potential to have a significant impact on degree outcomes and therefore employability prospects. The aim of this study was to determine whether
capstones are inclusive, and/or individual capstone formats or assessment tools reduced attainment gaps, particularly for under-represented
groups of students.
Summary of work and outcomes
Learners enrolled on the School of Biomedical Sciences programmes were provided with the option to select their capstone from portfolio of sixteen different opportunities, each providing different experiences, and developing different skills and attributes. They also choose their primary
assessment tool, the one best suited to their capstone format and which best show-cased their understanding, skills and attributes to potential
employers. Capstone outcomes data from 715 learners who graduated between 2019–2022 was evaluated.
There was no significant difference in mean marks across capstone types or assessment formats. However, capstones created significant learning
gain when awarded marks were compared to both Level 5 and combined Level 4 and 5 marks (69.6% vs 63.3% & 63.1%). There was no significant
difference in learning gain between genders, ethnic or socio-economic background. Learners who joined via the Access 2 Leeds route had reduced
learning gain.
Discussion and Conclusion
This study demonstrates that capstones are both inclusive and reduce attainment gaps. It provides evidence to support the need to broaden portfolios of capstone opportunities within programmes to enhance the degree outcomes and employability prospects of under-represented groups.
Going forward, there is the opportunity for educators to create capstones, targeted at specific groups of learners, which capitalise on their lived
experiences to maximise the transformative and translational impact of their capstone. The outcomes of this study are applicable to all disciplines,
with the potential to create substantial impact across higher education globally.
P0113 | iBalls: an updated and expanded iris simulator for teaching autonomic pharmacology
and the utility of drugs in an ocular diagnostic setting
Graham Mackay; Terry Judd; Peter Crack; Michael Lew; James Ziogas; Bang Bui
The University Of Melbourne
Background and Aims
Changes in pupil diameter provide a visual means of demonstrating the activity of the autonomic nervous system and its associated pharmacology. In addition, altered reactivity to a range of pharmacological agents is an important part of the diagnosis of many ocular conditions. We have
previously generated an iris simulator (iBalls) and have successfully used this in teaching both Science and Optometry students. This simulator
was refined and expanded by Sheffield Bioscience Programs. Here, we have updated and expanded the original iBalls to incorporate drug choices
that are better aligned with current optometry practice and introduced new clinical cases to reflect the broad utilisation of pharmacological and
non-pharmacological approaches in an ocular diagnostic setting. Our primary aim was to generate and evaluate an engaging and clinically authentic simulation of the iris to improve student learning of autonomic pharmacology and ocular diagnostic drugs.
Summary of work and outcomes
The iris simulator, choice of clinical cases and drug selection were developed and implemented by an interdisciplinary team. Given the strong relevance to optometry practice, the simulator was initially evaluated by year 2, Doctor of Optometry students, as a component of the subject “Pharmacology for Health Professionals”. Given its introduction in 2020, the class has been run as a synchronous Zoom session and more recently as
an in-person workshop. A brief anonymous questionnaire was used as the preliminary evaluation instrument. In these first iterations, no comparisons with the prior or alternative simulators were conducted. Student feedback was positive, confirming that the cases (e.g. Horner's syndrome,
myasthenia gravis, Adie's tonic pupil) were highly engaging and relevant, and enabled students to better understand and contextualise the autonomic pharmacology lecture content they had received with their future professional practice.
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Discussion and Conclusions
An updated iris simulator (iiBalls) was generated and trialled with initial positive feedback. Future work aims to quantitatively assess the learning
efficacy of this new simulator not only for optometry students but for other student cohorts where a clear understanding of autonomic pharmacology is also important.
P0124 | Preparing students for diverse research and careers opportunities in biomedical
sciences including drug development
Michelle Arnot 1; Stavroula Andreopoulos 2; Rebecca Laposa 1; Helen Miliotis 3; Michelle French 3
1
Department of Pharmacology & Toxicology, University Of Toronto, Toronto, ON; 2Department of Biochemistry, University of Toronto; 3Department of
Physiology, University of Toronto
Background and Aims
In a rapidly changing research and biomedical landscape, undergraduate trainees must develop expertise and transferrable skills to prepare for a
broad range of careers within research, drug development and biomedical science. Our teaching practices should reflect this demand. Therefore,
our teaching team created a new interdisciplinary course that embeds team-activities, research design, entrepreneurial and professional skills not
traditionally taught. The course, Research Readiness and Advancing Biomedical Discovery, helps students develop research, professional and life
design skills to better prepare them for changing opportunities.
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Summary of Work and Outcomes
The Research Readiness and Advancing Biomedical Discovery course launched in January 2020 and is offered annually with 215 students completing the course to date. The “flipped” course integrates a series of pre-class online modules (https://experientialmodules.utoronto.ca/researchreadiness/) followed by team-based active learning assessments through applied case studies and analysis of data sets to reinforce and expand
students' knowledge, collaborative and communication skills. Career preparedness and planning activities regarding career success are also
embedded. The course occurs before the extensive final-year research projects (either individual or peer-led incubator projects).
To examine student perception of course activities including career planning, we surveyed students within this course using both 5-point Likert
scales and open-ended prompts for student feedback (Univ. Toronto REB#18345).
Over the three years of course offerings, 86% of students reported feeling better prepared for research and other opportunities after graduation,
87% of students reported being encouraged to consider flexible career paths, and 87% reported they have realized the importance of teamwork
(n = 121).
This quantitative data is supported by students' comments when responding to survey prompt: “what aided their learning most”. Responses
included:
• “I really appreciated the exposure to different career opportunities outside of classic academia.”
• “The career focused parts like interviews, networking, teamwork, professionalism, odyssey plan, project management as they were transferable
to all fields not solely science and research, although those parts were helpful too!”
• “This course was helpful in introducing all aspects of science start-up.”
Discussion
Our data indicates that strategically embedding activities and content to support integrative and professional skills, develops students who better
appreciate diverse career opportunities and feel better prepared for future opportunities within drug development and other science-related
fields.
Conclusions
Our teaching model allows students to apply and practice their knowledge, develop core competencies, and be more adaptable and confident for
future opportunities. This approach is well suited for other programs and disciplines.
P0125 | Using drug discovery stories to help undergraduate discovery the modern
pharmacological landscape
Henry Askew-Page 1,2; Iain Greenwood 1
1
St George's University of London; 2Royal Cornwall Hospital
Background & aims
St George's, University of London launched the UK's first undergraduate BSc in Clinical Pharmacology in 2019 in response to The Clinical Pharmacology Skills Alliance's aim to develop creative solutions for growing the clinical pharmacology skills pipeline (1). The curriculum includes science,
pharmacokinetics, pharmacodynamics, drug development, healthcare, and data and statistics, all delivered in a synoptic and innovative pedagogy.
As part of the final year, a module on novel drug discovery was designed based on The British Pharmacological Society's ‘Drug Discovery of the
Year’ (DDOTY).
Summary of Work
The course launched in September 2019, with a first cohort of 58 students and a second of 26.
The British Pharmacological Society's DDOTY served as a springboard to explore several key areas of the curriculum in the final year. Using a
novel drug as the starting point provided context for breaking down the pathophysiology of a disease and the associated basic science/normal
physiology in health, the pre-existing therapeutics for the disease, the drug discovery process, and ethical and health economics.
In the first year running this module, students were first exposed to the topic in small groups teaching tutorials. Students initiated and developed
discussion with a faculty member facilitating and guiding the discourse. The core themes of each week would then be revisited in lecture format
later. The following year, the format was switched so that the lecture set out the core themes before the students broke off into smaller groups
and explored the content further.
Discussion
The feedback from the students after the first year delivering this module was that the small group sessions were useful for general discussion,
however, the topic was too large to identify the requisite learning points and some introduction was necessary.
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This led to the change in format for the second iteration whereby the aims and learning points were set out during the initial lecture. This helped
the students focus their discussion for the small group session. In both years the steps covered in the small group sessions were utilised in an incourse presentation where students chose a drug they considered to be ‘hot’ and they presented how it was developed, mechanism of action,
novelty and commercial space. Overall, exposing the students to modern stories of drug development and licensing, provided an effective mechanism to develop student familiarity with the current pharmacological landscape.
Reference
1. https://www.bps.ac.uk/news-events/news/articles/2017/clinical-pharmacology-skills-alliance-launched-to
P0126 | Mapping a New Path to Student Success: Transforming an Undergraduate Biosciences
Program Through a Collaborative Curriculum Redesign Process
Amy M. Todd; Robert F. Bertolo; Valerie K. Booth; Robert J. Brown; Janet A. Brunton; Sukhinder K. Cheema; Sherri L. Christian; Marie Codner;
Zahra Farahnak; Scott V. Harding; Donna Hunt; Pavan K. Kakumani; Shyamchand Mayengbam; Martin E. Mulligan; Jaeok Park;
Fereidoon Shahidi; Barry Walters; Katie A. Wilson; Mark D. Berry
Memorial University Of Newfoundland
Background and Aims
Everchanging student expectations, stakeholder needs, faculty complement, and scientific developments, all have a profound impact on curriculum over time. As programs mature, misalignment sometimes warrants a full redesign to ensure learning outcomes are met [1]. Following an external academic review in 2020, the Biochemistry Department at Memorial University of Newfoundland engaged in a comprehensive curriculum
redesign of existing Biochemistry and Nutrition programs, with a focus on core concepts and Program Level Outcomes (PLOs), developing the curriculum in a way to ensure ease of progression and critical alignment.
Summary of Work and Outcomes
Working with program development specialists, the collaborative redesign took place between 2021–2023 in the form of core group consultations, departmental retreats, working groups, and individual work (see Table 1).
Early in the process, the benefit of a single interdisciplinary program, rather than separate Biochemistry and Nutrition programs, became evident.
Curriculum goals were thus revised to focus on a single “Human Biosciences” program incorporating biochemical, pharmacological, and nutrition
concepts, better reflecting program goals and shifts in departmental expertise.
Through curriculum revision activities (Table 1), 12 core concepts and nine PLOs were identified. Expert working groups were formed at various
stages to unpack core concepts, engage in curriculum mapping and analysis, develop new courses and map out essential activities and assessments. While work was always reviewed by the larger departmental group, working groups allowed for more efficiency, with a concentration of
expertise where needed.
Discussion
As a result of the collaborative redesign, a new interdisciplinary program has been developed to be implemented in the 2023–24 academic year.
In particular, the program core is now focused on defined core competencies and broader transferrable skills, knowledge and values that will serve
students during and following their studies. Courses have been (re)designed to ensure alignment between desired outcomes, activities and assessments, and courses will be co-taught to ensure content is presented through an interdisciplinary lens.
Conclusion
The collaborative redesign process has allowed the department to re-focus on program goals while developing a comprehensive, interdisciplinary
program that provides the necessary scaffolding for student success. Recognizing that curriculum redesign is often onerous and poorly defined,
the process described here presents a template that can be used by others both within and outside of the discipline to achieve a comprehensive
curriculum redesign.
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ABSTRACTS
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TABLE 1
Curriculum revision activities and execution.
Activities (in order of execution)
Focus
Execution
Planning (scope, existing data, timeline)
Full program
Core group
Modified Strengths, Opportunities, Aspirations and Results (SOAR)
analysis
Core program
Departmental retreat
PLO development
Core program
Departmental retreat
Core concepts development
Core program
Departmental retreat
Preliminary curriculum mapping
Full program
Individual work and departmental
retreat
Planning (goal revisioning)
Full program
Core group and departmental retreat
Unpacking core concepts
Core program
Working groups
Mapping core concepts (ideal)
Core program
Working groups
Curriculum mapping (existing vs ideal)
Core program
Working groups
Finalizing core program, honour's program and identifying specialty
streams
Core programSpecialty
streams
Departmental retreat and working
groups
Identifying essential activities and assessments (Mapping PLOs to ideal
core)
Core program
Departmental retreat and working
groups
Curriculum mapping (activities and assessments)
Core program
Working groups
Finalizing core program (activities and assessments)
Core program
Departmental retreat and working
groups
Reassessing flow and prerequisites
Core program
Core group
Concept development
Specialty streams
Working groups
Curriculum Mapping (existing courses)
Specialty streams
Working groups
Finalizing Courses
Specialty streams
Working groups
Reference
1. Biggs J, Tang C. Teaching for Quality Learning at University. 4th ed. Society for Research into Higher Education; 2011.
P0127 | Evaluation of the online tool, Comprehensive Assessment of Team Member
Effectiveness (CATME), in managing student teams and team assessments in pharmacology
Elvan Djouma 1; Ross O'Shea 1; Nilushi Karunaratne 2; Betty Exintaris 2
1
La Trobe University; 2Monash University
Background and aims
Teamwork is a vital skill, but many university students report challenges associated with disproportionate contribution and inequity relating to
allocation of marks for team-based assessments. The aim of this study was to implement and evaluate the use of the web-based tool, Comprehensive Assessment of Team Member Effectiveness (CATME), for team-based assessment tasks in pharmacology.
Summary of work
Students undertaking introductory pharmacology subjects at La Trobe University were allocated into teams of 4–6 and collaborated in weekly
2-hour workshops. In week 8 of semester, students were asked to anonymously review their team members using CATME according to 5 teamwork dimensions – contributing to the team's work, interacting with teammates, keeping the team on track, expecting quality, and having relevant
knowledge, skills and abilities. Students were required to select the category of behaviours that most closely matched the behaviour of each student in their team (including themselves). Students were advised to use this feedback to improve their practice for a team presentation due in
week 12, worth 15% of the overall subject mark. The presentation involved generating a case study of a person taking a drug or a debate argument involving a topic related to pharmacology. At the completion of this assessment task, students were again asked to peer review their team
members based solely on engagement with this team presentation task. Based on this feedback and CATME's built-in adjustment factor (the comparison of an individual student's ratings with the team average), we adjusted marks for students within teams. At completion of the semester,
students were asked to evaluate CATME based on their experience.
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Results/Discussion
Overall, 79% of students completed the evaluation in week 8, and 84% in week 12. 97/520 or 19% of students had their marks adjusted
(58 marked down, 39 marked up) for the team presentation, based on the peer evaluation in week 12. Marks were multiplied by CATME's adjustment factor, which ranged from 0.4 for students who were ranked as poor contributors to 1.05 for students who were evaluated as excellent contributors. Student feedback on the effectiveness of CATME is summarised in Table 1.
Conclusion
CATME is a useful tool to consider when using team-based assessment tasks in pharmacology or more broadly in other disciplines. CATME helped
to empower students to work together effectively and efficiently for team assessments and ensured equity and a fair allocation of marks across
all team members.
TABLE 1
Student feedback on CATME (from 55 responses).
Students who agree with the following statements (most common responses shown for Q1–3)
Q1. Did the initial CATME peer evaluation change your individual behaviour towards team
assessments?
49% - Yes, it motivated me to do more work
Q2 Did the initial CATME peer evaluation change behaviour of other members of your team
towards team assessments?
38% - Yes, I felt like some team members
contributed more
Q3 Did the knowledge of having to undertake a peer evaluation influence your engagement with
team assessments?
58% - Yes
Q4 How would you rate CATME as a tool to help promote equity and fairness amongst team
assessments?
33% - Excellent
35% - Good
13% - Fair
9% - Poor
8% - Very poor
Open ended comments
I think it is a great tool to use for the group projects as it allowed us to let you know if a team member wasn't doing any work! (which normally
doesn't get noticed)
CATME is a good tool for groups that have certain members that aren't contributing, I was lucky to have a great group so therefore it did not impact
as much as it would have for other groups
I think it's a great tool because my biggest issue with group work is that usually everyone gets the same mark regardless of their contribution - this
is not an accurate reflection of a workplace. I think having everyone's final mark weighted based on feedback is more fair and also more accurate.
One of my team members did literally no work, didn't speak or anything until it was mentioned and then she realised she actually has to contribute.
It was helpful and probably the only thing that would have worked as motivation.
P0128 | Differences between student cohorts in the relationship between accessing lecture
recordings and academic outcomes
Sheila Doggrell
School of Pharmacy and Medical Sciences, Griffith University
Background and aim
Studies of the relationship between accessing lecture recordings and academic outcomes have shown positive, no, or negative associations [1].
This variety may reflect differences between student cohorts. To determine if this is so, different student cohorts need to be studied in the same
course. For students in the vision (optometry) and biomedical sciences studying pharmacology, there have been no direct data studies of the relationship between accessing lecture recordings and academic outcomes. The theory was that there would be differences between the cohorts, and
the aim was to determine whether this was the case.
Summary of work and outcomes
Students who consented had their lecture recording access data collected and related to their academic outcomes. Regression analysis showed a
weak positive relationship between overall mark and the number of lecture recordings accessed over the semester for students in the vision sciences, but not for the students in the biomedical sciences (Figure). For the 3 weeks after the lecture, there was a weak positive relationship
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between lecture recording access for the students in the biomedical sciences, but not in the vision sciences, and for the 3 weeks before the examination there were no relationships (Figure).
There were no relationships between accessing lecture recordings and ongoing assessment, which was not related to the lectures, for either the
students in vision or biomedical sciences.
Discussion
This difference between cohorts is compatible with recent findings of different associations in a biochemistry course [2]. Cramming (i.e., accessing
prior to the exam) was not effective for academic outcomes for either cohort.
Conclusion
Discrepancies between studies of the relationship between lecture recording access and academic outcomes may relate to cohort of students
studied. This suggests that there is no ‘one size fits all’ when teaching using lecture recordings.
F I G U R E 1 Regression analysis of overall mark (percentage) vs average lecture recording access (minutes) for students in vision sciences (Top)
and biomedical sciences (Bottom); left, throughout the seminar, middle, in the first three weeks after the lecture was presented and right, in the
three weeks before the examination.
References
1. Nordmann, E., Calder, C., Bishop, P., Irwin, A., Comber, D. (2019). Turn up, tune in, don't drop out: the relationship between lecture attendance,
use of lecture recordings, and achievement at different levels of study. Higher Edu. 77;1065–1084. https://doi.org/10.1007/s10734-018-0320-8
2. Doggrell, S A. (2021). Quantitative study showing how and why students access lecture recordings, and of the association between accessing
and academic outcomes, in a biochemistry course. Biochemistry and Molecular Biology Education 49;464–474. https://doi.org/10.1002/bmb.
21502
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P0129 | Use of a baseline teamwork assessment tool in undergraduate pharmacology
Lynette Fernandes 1; Nilushi Karunaratne 2; Betty Exintaris 2
1
University of Western Australia; 2Monash University
Introduction
“Being a team player is the most valuable quality a person should develop in order to thrive in the world of work and life” [1]. However, teamwork
does not automatically occur as a consequence of putting people together [2]. A Baseline Teamwork Assessment Tool developed by Monash University Faculty of Pharmacy and Pharmaceutical Sciences enables students to evaluate themselves on essential attributes of being an ‘Ideal Team
Player’ based on Lencioni's three underlying virtues of humility, hunger for success and people smarts [1]. The aim of this study was to explore
underlying team member attributes of undergraduate pharmacology students.
Methods
Second year pharmacology students (n = 133) were invited to complete the Qualtrics survey-based assessment Tool in Week 1 of semester. This
Tool included Likert-scaled survey items to: 1) explore growth mindset for the ‘kind of person’ someone is (can people change?); 2) explore
growth mindset for intelligence (can people change their intelligence); and 3) determine self-awareness. On completion of the Tool, students
received a personalised report of their results including mindset scales scores; how they rated themselves on humility, hunger for success, and
people smarts; and suggestions for further development.
Results
Almost all students completed the Tool (n = 124). Students mainly agreed that the ‘kind of person’ someone is (73–77% Agreement) and one's
intelligence can be changed (83–85% Agreement). Most students usually were glad to share credit for team accomplishments (81%), offer and
accept apologies graciously (73%), and were aware of how their words and actions impact others on the team (72%). However, fewer students
usually do more than what is required in their own job/role (38%) or look for opportunities to contribute outside their area of responsibility (38%).
Mindset scale and Ideal Team Player scores indicate that students had a growth mindset with some fixed ideas about the ‘kind of person’ someone is and intelligence; and most likely have some work to do around humility, hunger for success and people smarts (Table 1).
Conclusions
The personalised report could empower students to develop their teamwork skills. Findings from this study will be used to develop resources to
support the development of teamwork skills in undergraduate students.
TABLE 1
1
Student mindset and team attribute scores.
Mindset – ‘Kind of person’
someone is1 (Score 0–48)
Mindset – Intelligence2
(Score 0–48)
Humility3
(Score 0–18)
Hunger for Success3
(Score 0–18)
People Smarts3
(Score 0–18)
Mean
33
35
15
15
15
Median
33
35
15
15
16
SD
6.2
7.5
1.7
2.2
2.0
Interpreting Mindset Scale (‘Kind of person’)
- 36 to 48 points: Strong Growth Mindset about the kind of person someone is
- 27 to 35 points: Growth Mindset with some Fixed ideas about the kind of person someone is
- 17 to 26 points: Fixed Mindset with some Growth ideas about the kind of person someone is
- 0 to 16 points: Strong Fixed Mindset about the kind of person someone is
2
Interpreting Mindset Scale (Intelligence)
- 36 to 48 points: Strong Growth Mindset about Intelligence
- 27 to 35 points: Growth Mindset with some Fixed ideas about Intelligence
- 17 to 26 points: Fixed Mindset with some Growth ideas about Intelligence
- 0 to 16 points: Strong Fixed Mindset about Intelligence
3
Attributes of an Ideal Team Player
- A total score of 18 or 17 (in any attribute) is an indication that the virtue is a potential strength
- A total score of 16 to 14 (in any attribute) is an indication that you most likely have some work to do around that virtue to become an ideal team
player
- A total score of 13 or lower (in any attribute) is an indication that you need improvement around that virtue to become an ideal team player
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References
1. Lencioni PM (2016) The Ideal Team Player – How to recognize and cultivate the three essential virtues. Hoboken, New Jersey, Jossey-Bass.
2. Salas E, DiazGranados D, Klein C, et al. Does team training improve team performance? A meta-analysis. Hum Factors. 2008;50(6):903-933.
P0130 | How do technology-enhanced learning strategies impact biomedical and healthcare
students' engagement?
Tina Hinton 1; Rania Salama 2; Michelle Chen 1
1
The University Of Sydney; 2Macquarie University
Background and aims
Technology-enhanced learning strategies have proliferated since COVID-19 pandemic emergency remote learning. Many educational technologies employed in this time were developed or utilised as crisis management tools. However, little attention has been given to the effects of technology on student engagement. This study aimed to investigate how different technology-enhanced learning tools and strategies influenced
engagement of healthcare and biomedical students in their learning during and after COVID-19 restrictions.
Summary of work and outcomes
A modified student engagement scale, customised from existing scales underpinned by connectivism and constructivism frameworks [1] [2], was
used to measure student engagement in learning through varying technologies on a five-point Likert scale. Demographic, Likert scale, select from
list, and open-ended questions were also developed. Students were recruited across a range of biomedical science and healthcare degrees at The
University of Sydney (HREC approval 2022/610).
Results showed that participants (n = 97) felt motivated when using educational technologies (overall scale average 3.8 ± 0.7), technology supported collaboration (3.7 ± 0.7), technologies enhanced their cognitive problem-solving skills (4.0 ± 0.6), and technology-enhanced learning strategies were supported by instructors and supported student interaction with instructors (3.8 ± 0.7). Respondents particularly felt technologyenhanced learning strategies supported their autonomy (4.2 ± 0.6). However mixed perspectives were shown around the role of technologyenhanced learning strategies in supporting a sense of community and connection (3.3 ± 0.9). No differences in engagement were reported across
learning mode (remote, in-person or hybrid), though students indicated a preference for in-person learning.
Open-ended responses highlighted those technologies (including learning management systems, online lesson delivery platforms, gamified learning tools, and document management applications) which impacted different aspects of student engagement in learning, as summarised in table 1.
Discussion and Conclusion
We have identified that technology-enhanced learning strategies improve students' engagement due to a number of factors. Use of
evidence-based technologies centred around educational theories to supplement good teaching practices is recommended, and may be effectively
adopted in online and hybrid learning environments. Though a single institution study, our findings are relevant to a range of biomedical and
healthcare programs and a range of teaching contexts to enhance learning and teaching by improving student engagement using educational
technologies.
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References
1. Lee J, Song HD, Hong AJ. Exploring factors and indicators for measuring students' sustainable engagement in e-learning. Sustainability.
2019;11:1–12. https://doi.org/10.3390/su11040985
2. Walker SL, Fraser BJ. Development and validation of an instrument for assessing distance education learning environments in higher education:
The Distance Education Learning Environments Survey (DELES). Learning Environments Research 2005;8:289–308. https://doi.org/10.1007/
s10984-005-1568-3
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P0131 | Pan-African Network for Laboratory Animal Sciences and Ethics: Creating sustainable
professional education opportunties for all those involved in the care and use of research
animals across Africa
David I. Lewis 1; B. J. Mohr 2; Ouajdi Souilem 3; A. M. Abdussamad 4; Abelouafi Benmouloud 5; J. K. Chipangura 2; S. R. Fahmy 6; Tamsyn Fourie 7;
Khadiga Gaafar 6; N. E. Jillani 8; J. T. Kantyok 9; Mokganedi Mokopasetso 10; Lawrence Mugisha 11; Atunga Nyachieo 8
1
University Of Leeds; 2University of Cape Town; 3National School of Veterinary Medicine, University of Manouba; 4Bayero University; 5Houari
Boumedienne University of Sciences and Technology; 6Cairo University; 7LAS Veterinary Consultancy; 8Institute of Primate Research; 9Johan Vet
Network; 10Botswana Vaccines Institute; 11Makerere University
Background and Aims
Animal research is critical for discovery biology, drug development and conservation biology. However, like many regions across the world, there
are limited professional educational opportunities in Africa for those involved in the care and use of research animals, constraining African
science.
To address this need, we formed the Pan African Network of Laboratory Animal Sciences and Ethics (PAN-LASE). Our aim, to share good practice,
and create and deliver sustainable education and life-long learning opportunities for all those involved in the care and use of research animals
across the continent that were Africa-centric, and reflected the rich cultural, religious, political and socioeconomic diversity across Africa.
Summary of work and outcomes
Since 2018, PAN-LASE has delivered professional education courses for 3,635 colleagues from 28 African countries, each tailored to the needs of
stakeholders in the country or region. To promote sustainability and growth across Africa, each is delivered as a Train the Educator course, participants leave equipped with the knowledge, educational approaches and resources to deliver similar courses within their own networks. We have
expanded our range of stakeholders to incorporate all those involved in the care and use of research animals. To better reflect the focus of African
research, our educational provision now encompasses farm, wild and captive animals. To enhance reach, address resource concerns and support
implementation, courses are delivered hybridly. We have developed regional Communities of Practice, co-created pan-African guidance for animal
ethics committees, and Learning Outcomes frameworks for animal caretakers, veterinarians and para-veterinary professionals.
These activities were undertaken in partnership with IUPHAR's IOSP initiative.
Discussion
PAN-LASE has demonstrated what can be achieved through partnership and the sharing of expertise and resource. We are at the start of a long
journey. We have funding to bring together colleagues from across Africa to decide the next steps and future direction for PAN-LASE and professional education in research animal sciences and ethics across Africa.
The potential impact is phenomenal. It will improve animal welfare, bolster the humane care and use of animals for scientific purposes, and
enhance research quality and culture. It will enable African researchers to contribute sustainable solutions to the many complex socio-economic
challenges facing the continent.
Conclusion
We welcome colleagues interested in being involved with PAN-LASE. Our model is also applicable to other Low and Middle Income Countries
and therefore invite those seeking to develop something similar in their own country or region to get in touch.
P0132 | Education for Sustainable Development capstones: Trans-national educational
activities that transform learner experiences and outcomes
David I. Lewis 1; Helen O. Kwanashie 2; Shehu U. Adamu 2; Gloria O. Anetor 2; Hannah Campbell 1; Samit Chakrabarty 1;
Elizabeth M. Joseph-Shehu 2; Ruth Norman 1; Gideon I. Okoroiwu 2; Oluremi Saliu 2; Clare Tweedy 1; Florence Uchendu 2
1
School of Biomedical Sciences & Biological Sciences Teaching Innovation Hub, University Of Leeds; 2Faculty of Health Sciences, National Open
University of Nigeria
Background and aims
The world is facing many complex challenges and issues that cannot be solved solely by the Global North or South. Instead, it requires individuals,
equipped with the skills, attributes and importantly, global cultural awareness and capital, to lead multi-disciplinary, multi-national teams to create
solutions to these complex challenges. Critical to the development of these leaders are Education for Sustainable Development activities within
degree programmes, yet these are extremely limited. Our aim was to create team-based social justice capstones, where learners collaborate on
local or global grand challenges, providing opportunities for them to develop these competencies.
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Summary of work and outcomes
In 2021–22, eleven University of Leeds Biomedical Sciences undergraduates collaborated in teams to create evidence-driven reports, as their capstone projects, on the challenges facing medicine development in Uganda, diabetes therapies in Kuwait and rehabilitation in India. These activities
provided them with opportunities to experience non-scientific approaches to knowledge creation, education for sustainable development, and
massively increase their cultural awareness and capital. They are also equitable and inclusive, enabling students from minority backgrounds to
contribute their lived experiences to team endeavours. Initially viewing things from a colonial or “How can the Global North help the Global
South?” perspective, attitudes (and solutions) quickly changed. However, to fully realise the cultural benefits, these opportunities need to be delivered as trans-national educational opportunities. Therefore, in 2022–23, teams of National Open University of Nigeria (NOUN) and University of
Leeds (Leeds) undergraduates are collaborating to create evidence-driven reports, with SMART recommendations for frugal solutions to health
and well-being challenges facing Nigeria and the United Kingdom - in the following thematic areas: malaria, tuberculosis, Covid-19, rehabilitation
therapies and heat stress. To enhance cultural awareness and capital, teams are required to create solutions applicable to the Global South and
North.
Discussion
This is a pilot study of a resource-light, frugal, trans-national education for sustainable development approach with huge potential and application
across disciplines, nations, and to high, middle and low-income countries. Multi-disciplinary teams could create solutions to local challenges, or in
partnership with students in either the Global South or North, UN Sustainable Development Goals or global Grand Challenges.
Conclusion
The transformative (uplift in skills and attributes) and translational (preparation for the workplace) potential for students is huge, limited only by
their imagination and ours. We welcome educators and institutions from around the world to collaborate with us in this innovative and inspirational educational experience and partnership.
P0134 | Nurse Practitioners' Confidence Level as Stewards of Antimicrobial Therapy at Rural
Healthcare Settings in KwaZulu-Natal, South Africa
Ziyanda Nzayini; Andile Dlungele; Lehlohonolo Mathibe
Division Of Pharmacology, University Of Kwazulu-natal
Background and Aims
Globally, nurse practitioners continue to provide essential services from primary to quaternary healthcare settings -- in the rural as well as urban
areas [1]. Nurses, especially in the remote rural areas in southern Africa, initiate treatment for various conditions including antimicrobial therapy
[2]. However, there is insufficient research on challenges that nurses encounter as prescribers of antibiotics and stewards of antimicrobial therapy.
Therefore, this study investigated educational needs and confidence level among nurse practitioners as stewards of antimicrobial therapy.
Method
This was a prospective cross-sectional mixed-methods survey. Data collection took place at five Clinics and on hospital located in the uMzinyathi
District, KwaZulu-Natal Province, South Africa. Participants in structured interviews were recruited on purposive sampling basis. Questionnaires,
with open-ended and a 5-point Likert-scale-based items, were handed to all nurse practitioners employed at research sites.
Results and Discussion
Twenty (n = 20) nurse practitioners participated in structured interviews. One hundred and thirty (n = 130) completed questionnaires; 69%
(n = 89) were females and 31% males. A median score, regarding knowledge on a link between inappropriate prescribing and resistance to antibiotic therapy was 4 (IQR 3–5). Median scores, for a). need for “more educational programmes on antimicrobial stewardship”, b). access to “books/
resources on antibiotics” at workplaces, and c). being a “confident steward of antimicrobial therapy”, were 4 (IQR 4–5), 2 (IQR 2–3) and 3 (IQR 2–
4), respectively.
Conclusions
Nurse practitioners in rural areas require educational programmes, such as the envisaged “Prescriber Education and Support Programme (PESP).
Reliable access to online, and hardcopies of, resources on antibiotics is essential in order to enhance nurses' confidence as initiators of antibiotics
therapy and stewards of antimicrobials.
References
1. Castro-Sánchez, E., Gilchrist, M., Ahmad, R., Courtenay, M., Bosanquet, J., & Holmes, A. H. (2019). Nurse roles in antimicrobial stewardship: lessons from public sectors models of acute care service delivery in United Kingdom. Antimicrobial Resistance and Infection Control, 8, 162. https://
doi.org/10.1186/s13756-019-0621-4
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2. Geyer, N., Naude, S., & Sithole, G. (2002). Legislative issues impacting on the practice of the South African nurse practitioner. Journal of American Academy of Nurse Practitioners, 14(1), 11–15. https://doi.org/10.1111/j.1745-7599.2002.tb00064.x
P0135 | An undergraduate practical to measure the effects of alcohol using a gaming console
driving simulation
Richard Prince; Kelvin Ho; Joseph Lindsay; Venkata Nadella; George Ratner
University Of Manchester
Background and aims
Alcohol has well-characterized effects on psychomotor performance and for this reason, most countries have strict alcohol limits for driving.
Within the UK, these limits differ between the constituent nations. In England, Wales and Northern Ireland the limit for breath alcohol concentration (BAC) it 35 μg alcohol/100 ml whereas in Scotland it is 22 μg alcohol/100 ml.
Whether England, Wales and Northern Ireland should reduce drink driving limits to those in Scotland is a useful starting point for undergraduates
to investigate the psychomotor effects of alcohol. Previously, we have used simple reaction time and cognitive measurements to investigate the
effects of alcohol in human volunteers. However, these tests do not correlate to a complex task such as driving, and students find repeating simple tests tedious. We have therefore developed a practical session for year 2 B.Sc. Pharmacology students that investigates the effects of alcohol
using a gaming console-based driving simulation.
Summary of work and outcomes
Driving performance was measured in the Forza Motorsport racing game (Xbox console), with steering wheel, pedals, and gear stick. After practicing on the simulation and establishing a baseline performance, volunteers received (unblinded) either 400 ml orange juice or 400 ml orange juice
containing 400 mg/kg alcohol (n = 9 per group). The driving task and BAC measurements were subsequently repeated at 20 minute intervals.
Performance was measured by recording lap times and number of collisions. Mean BAC peaked at 40 min (20 μg alcohol/100 ml). At this time
point volunteers who had consumed alcohol recorded significantly more collisions than control volunteers, but there was no difference in lap
times. Students reported the results in the form of a research paper results section, and drew a conclusion about whether the UK drink driving
limits should be harmonized.
This study was approved by University of Manchester Research Ethics Committee 5 (reference: 2020–8,463-13,052).
Discussion
The practical was well-received by students and successfully demonstrated a significant effect of alcohol at moderate BAC levels. As the practical
involves activities that many students would undertake as part of everyday life, it was relatively easy to obtain ethical approval compared to studies involving the administration of other drugs.
Conclusion
The relatively low cost of the equipment used in this study (>£1,000) makes it a viable approach for undergraduate teaching. This type of simulation might also be usable in psychology practicals investigating divided attention e.g. mobile phone use while driving.
P0390 | Assessing the Impact of a Novel Online Blended Learning Approach to Deprescribing
Training on Non-Medical Prescribing Students' Confidence in Prescribing and Deprescribing
Alexandra Bowles; Rob Williams
University Of The West Of England
Background and Aims
Harm occurring from inappropriate polypharmacy is an increasing risk due to an increasingly ageing, multimorbid population. While deprescribing
can help, prescribers can find this challenging and there is a lack of literature on how best to teach deprescribing [1]. As some of the more effective approaches for teaching pharmacology, blended and online approaches were integrated to guide the development of our deprescribing training for multi-professional Non-Medical Prescribing (NMP) students, which aimed to increase NMP student confidence in prescribing and
deprescribing [2].
Summary of Work and Outcomes
A novel online blended approach to deprescribing training was developed comprising components as described in Table 1. 64 students, covering a
range of healthcare professions across 4 cohorts, undertook this learning in 2021 and self-rated their prescribing and deprescribing confidence
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pre- and post-session. A paired t-test demonstrated a significant increase (p < .05) in self-reported confidence in both prescribing and deprescribing post-session.
Discussion
Student confidence in prescribing and deprescribing improved as a result of this new blended approach to deprescribing training which has been
successfully embedded within the NMP programme. This approach could be used to teach any profession about deprescribing and has the potential to increase the confidence of any healthcare students who will go on to become prescribers. This initial work will be built upon by assessing
the impact of this approach more widely using a larger sample size. A thematic analysis of the barriers and potential enablers to deprescribing
reported by students will be undertaken to both identify areas of further development within this deprescribing training and ways to support qualified prescribers in clinical practice with deprescribing.
Conclusion
Deprescribing training was successfully implemented which increased student confidence in both prescribing and deprescribing; it is hoped longer
term that patients will benefit through safer medication use. This blended online approach could support any area of practice where students lack
confidence through building on initial learning to facilitate open discussions about areas of concern and potential solutions.
TABLE 1
Online Blended Approach to Deprescribing Training.
Section
Components
Asynchronous
Content
•
•
•
•
Synchronous Session
• Use of Mentimeter® to allow students to anonymously raise own concerns or worries about deprescribing
• Discussion of potential solutions in breakout groups then as a class
• Discussion of student's own role in clinical practice & first steps they would take in a case study initially in breakout
groups
• PowerPoint® Presentation to support the above discussions
• Use of Mentimeter® to aid reflection on their next steps in practice
• Session recording for students to revisit if wished
Welcome video
Microsoft® Sway “What is Polypharmacy?”
Microsoft® Sway “What is Deprescribing?”
Links to deprescribing guidelines & tools
References
1. Anderson K, Stowasser D, Freeman C, Scott I. Prescriber barriers and enablers to minimising potentially inappropriate medications in adults: a
systematic review and thematic synthesis. BMJ Open 2014;4(12):e006544. https://doi.org/10.1136/bmjopen-2014-006544
2. Gill M, Andersen E, Hilsmann N. Best practices for teaching pharmacology to undergraduate nursing students: A systematic review of the literature. Nurse Education Today 2019;74:15–24. https://doi.org/10.1016/j.nedt.2018.11.017
P0391 | Student Attitudes towards Game-based Learning in Pharmacology
Jayne Reuben 1; Akeira Warner 1; Ihsan Elkhider 2
1
Texas A&M University School of Dentistry; 2University of South Carolina College of Medicine Greenville
Background and aims
Memorization of medication names, mechanisms of action and adverse effects continues to be a challenge for students in the health professions
but a necessary skill before performing higher order activities of application, analysis, evaluation and creation. The purpose of this study was to
determine student attitudes about the effectiveness of jeopardy-style game format as a review prior to a pharmacology exam on anti-infective
agents.
Summary of Work
Using the polleverywhere platform, a Jeopardy-style game was created with questions of increasing difficulty along bloom's taxonomy. Questions
at the 100 and 200 level were primarily drug recall or comprehension questions in contrast to questions at the 300 and above that featured
patient vignettes of increasing complexity or experimental questions requiring students to analyze data. The game was administered to 2nd-year
dental students approximately 24 hours before the summative exam on the same material. After the exam, students were administered a survey
to solicit feedback about the activity and ideas to improve the exercise. The survey included a 5-point Likert scale and an option for open-ended
comments. Descriptive statistics were computed to provide a summary of the responses.
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Results
Thirty-eight dental students completed the survey. A majority of the respondents agreed that the jeopardy was a fun, effective activity to review
their pharmacology knowledge (Table 2). They also agreed that the jeopardy enhanced exam preparation and revealed areas for additional study
or review. Comments primarily focused on providing additional questions and more jeopardy reviews.
Discussion
In addition to the formative exams provided in a dental pharmacology course, a jeopardy-style game on anti-infective medications was developed
to enhance memorization of pharmacology concepts and drug names as well as provide opportunities for engagement in higher order problemsolving. This game-based approach combines education and games [1,2] to make the learning experience more fun and engaging. Thus,
game-based learning (GBL) can be used to teach a specific skill (memorization) or achieve a specific learning outcome (application of pharmacotherapy) [1].
Although additional jeopardy games have been developed for review of endocrine, CNS, CVS, GI and pain management pharmacology, it has been
suggested that the most powerful learning may occur when students design the games themselves. [3] Thus, future iterations will incorporate students as co-designers.
Conclusion
Although no longer a novel approach, students perceive game-based learning as an effective, fun activity that enhances their learning and identifies targeted opportunities for additional preparation.
TABLE 1
Examples of Jeopardy Name Categories.
Jeopardy Category Name
Topic
Not another Brick in the wall
Beta-lactam drugs
Don't go breaking my HAART
Anti-retroviral and anti-viral medications
TB or not TB
Drugs for mycobacterial infections
I've got you under my skin
Anti-protozoal and anti-helminthic drugs
Resistance is futile
Protein synthesis inhibitors and drugs for resistant infections
TABLE 2
Student Feedback.
Students who agree or strongly agree with the following statements
The jeopardy session enhanced my preparation for the exam.
92%
The jeopardy session was an effective format to review my pharmacology knowledge.
81%
The jeopardy session was a fun format to review my pharmacology knowledge.
86%
The jeopardy exercise revealed areas for additional study or review.
89%
The difficulty of the questions was appropriate.
70%
Open-Ended Response comments
It would be great if we can get more practice questions. Overall, it was very helpful. Thank you for everything you do for us.
Having different levels of difficulty for the questions was very helpful to get a better picture of how to study for the material.
I really enjoyed the jeopardy and thought it was very helpful!
Please do more jeopardy sessions prior to an exam and continue to offer them through zoom. They were really helpful this time around. Thank you!
The questions were definitely easier than exam questions
To make it more fun, or would be fun to form teams to tackle the questions but that might take longer than we have. To accommodate this, would you
be open to posting the jeopardy?
I think it would be more helpful if it was 3 days before instead of 1.
Including a final jeopardy could be fun. A column of questions about the bonus material might be helpful for review as well.
References
1. Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational gamification vs. game based learning: Comparative study. International Journal of
Innovation, Management and Technology, 7(4), 132–136.
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2. Findley, J. (2016). Game-Based Learning vs. Gamification: Do You Know the Difference? Training Industry. https://trainingindustry.com/
articles/learning-technologies/game-based-learning-vs-gamification-do-you-know-the-difference/
3. Chowdhury, M. & Donaldson, J.P. (2022) Game Based Learning Overview. Unpublished. Center for Teaching Excellence, Texas A&M
University.
P0392 | An industry-relevant, undergraduate team assignment incorporating the therapeutic
potential and commercial analysis of a novel target
Graham Mackay; Alastair Stewart
The University Of Melbourne
Background and Aims
Workplace-ready graduates are highly sought after by employers. In the pharmaceutical/biotech sector, internships can be a very effective means
of the application of ‘classroom’ learning to the workplace. But this is very challenging in geographical areas without an expansive pharma/
biotech industry and when class sizes are too large to be practically accommodated.
In a 3rd year level pharmacology subject, ‘Drugs: from discovery to market’, (class size 120 students) we have designed a curriculum around the
modern-day journey from basic research to medicines. However, on review, we determined that subject's assessment did not effectively cover
our intent to demonstrate students' understanding of the integrated drug discovery/development process, nor the commercial considerations/
thinking necessary for a project to be initiated and continued.
Thus, our aim was to introduce an industry-related assignment where students developed a portfolio of information around a novel protein and
evaluated its biological and commercial attractiveness as a target for a new drug discovery campaign.
Summary of work and outcomes
Students worked in teams of four and were given an orphan GPCR as a potential drug target. A publicly available project proposal template from
a local company that provides a development path for early stage university-originated biotechnology (Biocurate) was used as the basis for the
assignment. Students then conducted research across several domains including the disease conditions the target is involved in and the competitive landscape in a relevant therapeutic area of their choosing. A key part of this assignment was for students to utilise the Cortellis™ Competitive
Intelligence resource, alongside more traditional sources of information. Students also illustrated their overall approach in a figure generated in
Biorender.
Students produced, in general, high-quality submissions and in anonymous student feedback, reported really enjoying the experience and finding
it valuable in better contextualising their lecture/workshop content. Some teams did not embrace the more commercial side of the report and so
we have introduced a short prior team task to better prepare students for this component.
Discussion and Conclusions
We have successfully introduced a team-based, industry-relevant assignment that assesses knowledge of the commercial as well as biological considerations in a drug discovery campaign. A central feature of the task uses a commercial database that requires a subscription that might not be
feasible for all institutions. However, whilst less consolidated, free alternatives (e.g. patent literature and pharma/biotech news sites) could be
used as an alternative to gather the more commercially-focused information.
P0393 | Teaching pharmacology on Instagram - two years of experience at the Semmelweis
University, Budapest, Hungary
David Á. Karádi; Zoltán V. Varga
Department of Pharmacology and Pharmacotherapy, Semmelweis University
Background and aims
Recently, in medical education at Semmelweis University, the subject of pharmacology and pharmacotherapy has been split into two separate
subjects: “Pharmacology” consisting of two semesters in the theoretical module and “Clinical Pharmacology”, a one semester course in the clinical
module. Because of digitalisation in recent years, online educational practices have emerged which requires a pedagogical shift towards the online
space. This process was also accelerated by the COVID-19 pandemic. To reach students with a mainly theoretical background and to facilitate
their transition to clinical modules, our institute tries to achieve certain educational goals through social media channels in addition to traditional
teaching methods.
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Summary of Work
Our Instagram® page (@semmelweispharma) was launched in the first semester of the 2021/2022 academic year and content is published continuously throughout the teaching periods. The data shown here was generated by the built-in analysis of Instagram and further analysed using
GraphPad Prism 9. We have also launched a survey to gain user feedback, information about the personal characteristics of our followers and
their online content consumption and learning habits.
Discussion
Since launch, we have published 119 posts or stories in total with 107–2,107 accounts reached per content. As of 31 October 2022, we have
935 followers and on average (averaged over the 2021/22 school year content) we have reached 586.1 ± 125.1 SD accounts per content
(n = 15) and achieved 80.5 ± 11.47 SD reactions per post (n = 4). Our posts share a short piece of information about pharmacology with our followers or give an insight into the work and thoughts of teachers or researchers associated with the institute. Moreover, with the “story” feature,
we share short pharmacology quizzes or case studies with related questions and explanations. The latter are made permanently available via the
“highlights” feature. Our survey's results showed a generally positive response especially regarding gaining new information that followers have
not previously encountered in other settings (Table 1). Case reports were the most demanded type of content, followed by fun facts and pharmacology quizzes.
Conclusions
Launched in 2021 to complement classroom pharmacology teaching at Semmelweis University, the online pedagogical content built on the Instagram® platform has gained a regular following of around two cohorts and received a significantly positive response in our online survey. Based on
the positive test period we aim to intruduce Instagram-based teaching in our English language education too.
TABLE 1
Highlights from followers' feedback.
To what extent do you feel that SemmelweisPharma's Instagram content (posts, stories, questions) has helped you learn pharmacology?
1 (not at all)
1.6%
2
9.7%
3
17.7%
4
46.8%
5 (It was a great help to me)
24.2%
To what extent do you feel that you have gained new knowledge at the SemmelweisPharma Institute that you have not previously encountered in
other settings (textbook, lecture, tutorial, etc.)?
1 (not at all)
0%
2
4,8%
3
12.9%
4
37.1%
5 (I've learned a lot of new information)
45.2%
Free text comments
“The case-reports have been very useful so far, there could be more of them “
“Very well put together, interesting info in the posts, keep it up.”
“Could be more case reports, I think they help a lot to check knowledge/assess gaps”
“I really liked the case studies, where you approached the material from the practical side”
“There should be a pharma quiz every weak in the stories”
“The insta page is interesting I follow it to refresh things or to read interesting things that are not related to the curriculum but make it more
memorable”
“Very useful and nice, quality posts, keep it up, really worth following the site!”
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P0394 | Development of Cell and Gene Therapy Products: Implementation of a Blended
Learning Approach
Dunja Urbancic 1; Rebecca Ludwig 2; Irena Mlinaric-Rascan 1; Matjaz Jeras 1; Hilde Stevens 3; Eva van Ingen 4; Lucia Gabriele 5; Isabelle Huys 6;
Luigi Aurisicchio 7; David Morrow 2; Rosan Vegter 2; Eliis Keidong 2
1
Faculty of Pharmacy, University of Ljubljana; 2European infrastructure for translational medicine; 3Université libre de Bruxelles, Institute for
Interdisciplinary Innovation in Healthcare; 4Elevate Health; 5Instituto Superiore di Sanita; 6KU Leuven; 7Takis SRL
Introduction
Cell and gene therapies offer unprecedented opportunities for long-term treatment, especially in areas of high unmet medical needs. However,
translating research results into benefits for patients presents numerous challenges and requires the involvement of many stakeholders. As part
of the Erasmus+ funded ADVANCE project, we designed and implemented a learning program to help early career biomedical scientists develop
a holistic view of complex processes and translate scientific advances into patient-centred standards of care.
Methods
The program was based on a blended learning methodology consisting of three complementary modules: (1) online course to provide “basic” scientific knowledge; (2) webinars to deepen science skills, combined with career coaching; and (3) two 5-day face-to-face workshops for training
transversal skills and competencies. The self-paced online course consisted of four units covering the key challenges in developing gene or cell
therapies: Scientific, Manufacturing, Reimbursement, and Regulatory. The course included lectures from scientists, industry experts, and regulators in the field. It offered selected literature and hands-on assignments on a potency assay strategy or health technology assessment. The course
included approximately 7 hours of interactive lectures and nearly 20 hours of independent assignments. To further consolidate the learnings of
the online course, we set up two in-depth workshops with 25 to 34 participants per year. In addition to the lectures, and facility tour at a GMPmanufacturing site, students worked intensively in groups on a project examining the development process of market-approved gene and cell
therapies. The workshop also provided an opportunity for discussions with peers and experts.
Results
After completing the online course and workshop, participants answered a survey to rate their overall and specific satisfaction with the learning
module. The overall average rating was 8.5/10 (n = 115) for the course and 9/10 (n = 39) for the workshop. After the end of the ADVANCE project, we continue to offer the online course free of charge through the EATRIS e-learning platform (https://eatris.eu/transmed-academy/). We
also plan to further organize annual editions of the intensive workshop. The blended model has proven to be an appropriate approach for the cell
and gene therapy learning and can be transferable also to other areas of pharmacology.
Conclusions
The availability of a free online course, webinars and an in-depth workshop that address multiple challenges in the development of gene and cell
therapies is an important contribution to the translation of scientific advances into therapies for the benefit of patients by better trained
professionals.
P0395 | “Virtual pharma” – a digital tool for visualizing pharmacokinetics and
pharmacodynamics
Jon Andsnes Berg 1,2; Silje Skrede 1,2; Joakim Hansen 3; Kristian Avlesbug 3; Trond Trætteberg Serkland 1,2
1
University Of Bergen; 2Haukeland University Hospital; 3Western Norway University of Applied Sciences
Background and aims
In teaching pharmacology for medical, dental and pharmacy students, we have experienced the need to develop new educational techniques. It is
especially challenging to visualize the interaction between drug molecules and the body solely by using monologues and pictures. In addition, students of today have other expectations to educational presentation and dissemination than previous generations. Furthermore, there is an everincreasing student population, and it will be necessary to offer digital educative alternatives. Our aim is to develop student activating digital tools
to supplement the traditional pharmacology curriculum.
Methods
We are in the process of developing a model in virtual reality (VR) that will visualize the pharmacokinetics and pharmacodynamics of
β-2-adrenergic agonists in treatment of asthma bronchiale. Commercially available anatomical VR models will be customized with drug animations
(Figure 1). By using VR headsets, the students can enter a completely immersive universe following the pharmaceutical through all the pharmacokinetic and pharmacodynamic stages. Furthermore, the student will be able to toggle between different drug doses and see what effects and side
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effects these choices trigger. Medical students will be recruited to test and evaluate the model during development, and their feedback will be
used to make adjustments.
Discussion
Literature studies have shown that using VR has a long lasting effect on learning outcome, and that the technology motivates students for further
learning (1,2). The technology makes it possible to introduce situations where the students has to make choices in treatment of a virtual patient
and observe the consequences of their choices. This form of active learning could result in better retention of knowledge. The VR application can
be extended in numerous manners, for instance with gamifications to improve motivation for learning and quizzes, as a tool for examinations,
were the sensor could observe the students' choices via an external computer screen.
Outlook.
The VR prototype of β-2-adrenergic agonists presented at the World Congress will work as a template for development of VR models for other
pharmaceuticals and organs at later stages of the project.
F I G U R E 1 Screenshots from the early developmental phase of a virtual reality model for visualizing the pharmacokinetics and
pharmacodynamics of β-2-adrenergic agonists.
References
1. Barteit S, Lanfermann L, Bärnighausen T, Neuhann F., Beiersmann C. Augmented, Mixed, and Virtual Reality-Based Head-Mounted Devices for
Medical Education: Systematic Review. JMIR Serious Games. 2021; 9(3):e29080. https://doi.org/10.2196/29080
2. Taylor L, Dyer T, Al-Azzawi M et al. Extended reality anatomy undergraduate teaching: A literature review on an alternative method of learning.
Annals of Anatomy 2022; 239, 239. https://doi.org/10.1016/j.aanat.2021.151817
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P0396 | Addressing Race, Ethnicity, and Structural Inequality in Pharmacology Education and
Assessment
Joe Blumer 1; John Szarek 2; Naunihal Zaveri 3; Stephen Schneid 4; Marieke Kruidering 5; Kelly Quesnelle 6; Kuan Jiang 7; Michael Lee 7
1
Medical University Of South Carolina; 2Geisinger Commonwealth School of Medicine; 3Arkansas College of Osteopathic Medicine; 4University of
California San Diego; 5University of California San Francisco; 6University of South Carolina School of Medicine, Greenville; 7Geisel School of Medicine,
Dartmouth College
Background and aims
Social determinants of health including race, ethnicity, and gender, represent important factors in health care delivery and patient outcomes,
and contribute to health disparities. Pharmacotherapeutics as an integrated discipline, lies at the nexus between foundational science and clinical
practice, providing a platform for educators to discuss the impact of social determinants on patient outcomes. Our goal is to create a framework
that provides guidance for topics in pharmacotherapeutics for educators, learners, and providers to use in promoting antiracism in medical
curricula.
Summary of work
Through iterative discussions, we developed a conceptual framework that includes topics taught across medical schools such as drug metabolism,
pharmacogenomics, adverse drug reactions, prescribing guidelines, factors affecting medication adherence, pain management, and therapeutic
outcomes. Under each topic, we describe how social constructs such as race, ethnicity, and gender can impact pharmacology and therapeutic
outcomes.
Results/Discussion
Literature reports show that some topics in pharmacology education have already established modifications embracing antiracism and should be
adopted widely by all pharmacology educators, for e.g., using more appropriate terminology for drug reactions such as vancomycin-infusion reaction [1]. Other topics are less established, so a more nuanced discussion with students is required. Society guidelines for managing diseases such
as hypertension include prescribing recommendations based on race, with which learners are expected to be familiar with as they enter clinical
training but are actively being debated [2]. Similarly, inter-ethnic differences in drug metabolism are often reported as a function of genetic polymorphisms without considering non-genetic factors [3].
Conclusions
We have developed a conceptual framework for promoting antiracism in pharmacology education by categorizing topics based on those
where cultural competencies are clearly established, and those where a more nuanced discussion is required with learners, as well as identifying
and reducing bias in assessment. These are generalizable across health professions in which pharmacology education is a discipline in the
curriculum.
References
1. Alvarez-Arango S, Ogunwole SM, Sequist TD, Burk CM, Blumenthal KG. Vancomycin Infusion Reaction - Moving beyond "Red Man Syndrome".
The New England Journal of Medicine 2021;384(14):1283–1286. https://doi.org/10.1056/NEJMp2031891
2. Vyas DA, Eisenstein LG, Jones DS. Hidden in Plain Sight – Reconsidering the Use of Race Correction in Clinical Algorithms. The New England
Journal of Medicine 2020; 383:874–882. https://doi.org/10.1056/NEJMms2004740
3. Olafuyi O, Parekh N, Wright J, Koenig J. Inter-ethnic differences in pharmacokinetics – is there more that unites than divides? Pharmacology
Research & Perspectives 2021 Dec;9(6):e00890. https://doi.org/10.1002/prp2.890
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P0397 | Gamification as a Learning Tool in Pharmacology for Medical Students
Eman Alefishat 1,2
1
College of Medicine and Health Sciences Khalifa University; 2Department Biopharmaceutics and Clinical Pharmacy, Faculty of Pharmacy, The University
of Jordan, Amman, 11942
Background and aims
The College of Medicine and Health Sciences (CMHS) at Khalifa University (KU) was launched in 2019 and is the first to adopt a four-year MD
program in the United Arab Emirates (UAE). A majority of our students have an engineering degree, and as such, they need special assistance to
adapt to the high demands of medical school. The aim of this study is to implement three pharmacology games into their pharmacology course
and assess the learning role of gamification in the Pharmacology course.
Methods
Using the first-year Pharmacology curriculum, three pharmacology games were developed and tested as gamification learning tools. The IRB of
KU approved this study [H20–036]. Out of Thirty-three students registered for the course, twenty-two signed the consent and were enrolled in
this study.
Game 1 (Cross Drugs, figure 1a) and Game 2 (Find the Drug, figure 1b) were based on published templates and approval was obtained from the
author. Game 3 (Drugs Escape Room, figure 1c) was based on Racetrack game and Edu Game's approval was obtained.
A pre-game test (9 possible points) was sent to the study participants to assess their knowledge on the topic of the week. Following completing
the game and the class teaching, a post-game test (same content as the pre-test) was completed by the participating students.
Results
Post-game test scores were significantly higher among students who played the game. No significant difference was found between the scores of
the control group and the pre-game test subject. The scores of the post-game test were significantly higher among students who utilized game
1&2 (Table 1).
Out of the three utilized games, the students who used game 2 had higher final grades in the course (p = .0019). On the survey, 76% of the students agreed that the games were an effective way to learn pharmacologic concepts. And 76% of the students believed that they learned better
in a game format compared to a didactic lecture (Figure 3). A combination of lectures and games was the most desirable teaching approach
(Figure 4).
Conclusions
This study serves as a proof of concept that Gamification might be a helpful study tool for medical students with an engineering background. We
are planning for a large randomized controlled study to confirm these results and explore the role of gamification further.
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P0398 | Effective approaches to teaching pharmacogenomics in non-clinical programs
Fatima Mraiche
University Of Alberta
Background and aims
Pharmacogenomics education has grown rapidly in clinical programs [1, 2]. In this review, we examine how pharmacogenomic topics are
addressed in non-clinical programs. In addition, we identify approaches used to teach pharmacogenomics in a clinical vs. non clinical setting. The
aim is to provide educators with means to understand and overcome any barriers which hinder the widespread adoption of pharmacogenomics in
non-clinical programs.
Summary of work and outcomes
Interestingly, few studies discuss pharmacogenomic education in a non-clinical program. In clinical programs, pharmacogenomics is offered as
didactic lectures in a specific course, while in other programs it is offered as an elective course [1, 2]. Educational approaches to teaching pharmacogenomics in clinical programs include didactic lectures, journal clubs, laboratory exercises, bioinformatics, flipped classroom, case studies, among
others [1, 2]. It is unclear though about the depth of the topics covered and the weight allocated to each topic.
Discussion and Conclusions
Despite the varied means to teaching pharmacogenomics in clinical programs and the lack of literature looking at pharmacogenomic education in
non-clinical programs, a need to include research-based application of pharmacogenomic concepts is recognized. Indeed, this may present with
some challenges depending on the duration allocated to delivering pharmacogenomic topics in the curriculum and the availability of resources.
Inclusion of lab practical experience, which includes some type of genotyping exercise, is highly favored by students. These learning methods
could be considered in non-clinical programs to ensure effective teaching of pharmacogenomics.
References
1. Weitzel KW et al. Educational Strategies to Provide Pharmacogenomics-Based Care. Am J Health Syst Pharm. 2016; 73(23): 1986–1998.
2. Basyouni D and Shatnawi A. Pharmacogenomics Instruction Depth, Extent, and Perception in US Medical Curricula. J Med Educ Curric Dev.
2020 Jan-Dec; 7: 2382120520930772.
P0399 | Stimulating students' critical thinking skills in pharmacology using case report
generation
Ms Shamiso Mlambo
University of Pretoria
Background and aims
The COVID-19 pandemic created several challenges in the education sector [1], and institutions across the world had to employ various interventions to ensure continuation of teaching and learning. At the University of Pretoria in South Africa, exclusive online learning was implemented
from the inception of the pandemic in 2020 to the end of 2021. Although online learning was helpful to facilitate learning during strict lockdown,
it also came with its own challenges. For third-year undergraduate students in the disciplines of nursing, dietetics, physiotherapy and medical sciences, pre-existing issues such as failure to apply critical thinking skills in pharmacology were inflated during this period. The stringent COVID-19
lockdown regulations meant that contact sessions were rarely conducted, and consequently, alternative online interventions such as the case
report generation activity, were incorporated to improve learning. This activity was developed and implemented with an aim to stimulate critical
thinking by delivering an engaging and highly interactive experience which would compensate for the lack of face-to-face interactions, while at
the same time avoiding digital dumping of content on the students or using resource-intensive modalities.
Summary of work
To provide a platform for critical thinking development and ascertain that it was taking place, 252 students were tasked to generate case reports
which their peers would work on, incorporating pharmacological concepts from the learning material that had been made available to them. Asking the students probing questions as they worked through the case reports aided in achieving this goal. To encourage participation, questions
from the best case report that indicated higher levels of critical thinking were included in the summative assessments as an incentive.
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Results and Discussion
The assessments that followed the case report generation activity indicated that the students were able to integrate pharmacological interventions with the pathologies mentioned during the semester, and there was evidence of higher order thinking, not the usual ‘copy-paste tendencies’
that had previously been observed.
Conclusion
Case report generation is an activity that can be conducted online and provides social interaction among students, thus compensating for lack of
face-to-face interactions. More importantly, this involves an active, student-centred learning approach where students construct their own knowledge, so that critical thinking skills are developed, ensuring better understanding of principles and concepts.
Reference
1. Pokhrel S, Chhetri R. A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Futures; 2021
P0400 | The UK's first BSc in Clinical Pharmacology: Reflections from the first graduating
cohort
Jennifer Stott; Dagan Lonsdale; Fu Liang Ng; Mark Preece; Christopher Threapleton; Ateequllah Hayat; Efthymia Papaevangelou;
Mohani-Preet Dhillon; Iulia Blesneac; Michael Allen; Iain Greenwood; Emma Baker
St George's University Of London
Background and aims
In 2019 St George's University of London launched the UK's first undergraduate BSc in Clinical Pharmacology. The course aimed to produce graduates ready for work or further study in drug development and research to meet the demand for graduates within the pharmaceutical industry. In
2022 the first cohort completed the 3-year programme, and the first graduates have taken their first steps into further study or the workplace
Summary of work
The curriculum concomitantly teaches modules in science, pharmacodynamics, pharmacokinetics, drug development, data and statistics, and
healthcare which increase in complexity over the first 18 months of the course. All students then undertake a research project and an industrial
placement, both keystone features of the course to help develop work readiness. In the final year of the course students study hot topics in pharmacology, undertake a written research project and select 3 modules to study at an advanced level. Throughout the course there is a high degree
of emphasis on pastoral care, student interaction and the development of key employability skills such as presentation, data analysis, communication, and professional skills. Additionally, there is a careers series where students can interact with professionals from academia, healthcare and
the pharmaceutical industry and learn about different career pathways.
Results/Discussion
In 2022, 46 students graduated with a BSc in Clinical Pharmacology with 56% obtaining a first-class degree, 35% upper second class and 9%
lower second class degrees. Feedback obtained from students about the course has consistently rated it highly. The Student Experience Survey is
an annual survey of all non-final year undergraduate students and gathers student opinion on a range of areas related to their University experience. Table 1 shows a summary of feedback for the Clinical Pharmacology BSc. In 2022, the first graduating cohort completed the National Student Survey, an annual survey of all final year undergraduates. This showed a 93% overall satisfaction from students of the course.
Following on from completion of the BSc in Clinical Pharmacology most graduates were planning on a career within the pharmaceutical industry
(Table 2). This was a marked change from the long-term career intentions at the beginning of the course.
Conclusions
The UK's first Clinical Pharmacology BSc has been established and is successful in recruiting students. The programme has seen excellent outcomes in terms of student feedback and attainment and produces a sizeable percentage of graduates who intend to enter the pharmaceutical
industry.
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P0401 | Considering And Reporting Sex As An Experimental Variable: An Update On Progress
In The British Journal Of Pharmacology
S. C. Stanford 1; Steve Alexander 2; Giuseppe Cirino 3; Christopher H. George 4; Paul A. Insel 5; Dave Kendall 6; Reynold A. Panettieri Jr 7;
Hemal H. Patel 8; Christopher G. Sobey 9; Barbara Stefanska 10; Gary Stephens 11; Mauro Teixeira 12; Nathalie Vergnolle 13; Amrita Ahluwalia 14
1
University College London; 2University of Nottingham; 3University of Naples Federico II; 4Swansea University; 5University of California, San Diego;
6
University of Nottingham; 7Rutgers University; 8VA San Diego Healthcare System and University of California, San Diego; 9La Trobe University; 10The
University of British Columbia; 11University of Reading; 12Federal University of Minas Gerais; 13INSERM; 14Queen Mary University of London
Background and aims
In response to concern about the majority of biomedical research focusing on males only, the Senior Editorial Board (SEB) of the British Journal of
Pharmacology published an editorial in 2019 [1], which included examples of sex differences in: the vulnerability of a wide range of medical conditions; the efficacy of their treatments; and risk of harmful side-effects. The editorial explained why, in future, the journal would expect all experiments to incorporate both males and females, unless there was a sound scientific exemption (e.g. studies of the uterus).
Summary of work and outcomes
To assess whether this policy has been effective, the SEB has carried out an audit of a sample of papers that were published in the journal during
2014–2022. The points in the audit included whether: the study included both sexes; use of only one sex was justified; if only one sex was used,
this was mentioned in the title and/or abstract; and/or there was a statement in the Discussion to acknowledge that the conclusions might not
generalize to the opposite sex.
Discussion
The audit revealed that in 2015, only 5% of papers studied both males and females: the remainder used males only. By 2022, most studies still
used males, but the number using both sexes had increased to 20%. Despite this improvement, none of the papers in the sample interrogated the
data for a sex difference in the measures of interest. Instead, conclusions were based on data from males and females that were pooled, without
appropriate statistical analysis to confirm the validity of that approach.
Conclusion
This presentation will highlight specific findings from the audit and the steps taken by the SEB that aim to strengthen the relevance of findings, to
either one or both sexes, of research reports published in the British Journal of Pharmacology.
Reference
1. Docherty JR, Stanford SC, Panattieri RA, Alexander SPH, Cirino G, George CH, Hoyer D, Izzo AA, Ji Y, Lilley E, Sobey CG, Stanley P,
Stefanska B, Stephens G, Teixeira M, Ahluwalia A. (2019Sex: A change in our guidelines to authors to ensure that this is no longer an ignored
experimental variable. Br J Pharmacol. 176(21):4081-4086. https://doi.org/10.1111/bph.14761
P0402 | Improving student engagement and enhancing the student experience using a course-
wide scenario
Angela Finch; Matthew Perry; Nicole Jones
School of Biomedical Sciences, UNSW Sydney
Background and aims
We observed that the move to online teaching in 2020 coupled with ‘lockdowns’ resulted in less student engagement. This observation is supported by national student survey data that show that students' satisfaction with their educational experience and learner engagement was
reduced in 2020–2021 compared to 2019 [1]. To counter these issues, we implemented the use of a master scenario that was woven through all
aspects of the course to keep the students engaged and build a sense of community.
Summary of work
Drug Discovery, Design and Development, is a third-year course in the Pharmacology major, with an average enrolment of 70 students per year.
This course follows the process of drug discovery from project and target selection through lead identification, pre-clinical studies, clinical trials
and registration. In 2020–2021 the course was fully online, with pre-recorded lectures and online synchronous tutorials and practicals. In 2022
the tutorials and practicals reverted to in-person delivery.
In 2020 we adapted the course curriculum to sit within a master scenario in which we told the students that they are ‘graduate interns’ in a company called Somsceuticals. In tutorials, students work in teams to come up with a solution to a question the company has at each stage of the
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process. In the practical classes teams produce a summary document or a technical report for each task for the company board or their division
leader.
To help build a feeling of community we also implemented a company social club that posted fun online activities in a virtual tearoom each week.
We continued this virtual social club in 2022 when we went back to face-to-face teaching and the same level of student engagement with the
social club activities was seen. The course also includes a careers workshop with former course alumni working in industry invited to talk to the
students about their career pathways.
Outcomes and Discussion
Student feedback indicated that this master scenario approach built a sense of community and increased their engagement with the course material (Table 1).
Conclusions
The use of a master scenario is an effective and engaging tool to enhance the student experience which we will continue to use. This approach
could be adapted for other types of courses where the course content and learning activities are structured around a course-wide scenario and
thereby provide a vehicle to enhance student self-enquiry and engagement with the content.
Reference
1. https://www.qilt.edu.au/surveys/student-experience-survey-(ses)
P0686 | Active learning based on clinical simulation in the OSCE scenario improves the
student's assessment score of Pharmacology, Anesthesia and Children's Medication subjects
from the Medicine Degree and Podiatry Degree
Inmaculada Bellido Estevez 1; Encarnacion Blanco Reina 1; M. Victoria Bellido Estevez 2; José Luis Guerrero Orriach 3; Aida Raigon Ponferrada 3;
Alejandro Barroso González 4; Aurelio Gomez Luque 3
1
Department of Pharmacology, School of Medicine, IBIMA. University of Malaga; 2Anesthesia, Resuscitation and Pain Medicine Service, Regional
University Hospital-Section Mother-Child; 3Anesthesia, Resuscitation and Pain Medicine Service, Virgen de la Victoria University Hospital; 4Anesthesia,
Resuscitation and Pain Medicine Service, Regional University Hospital-Section Carlos Haya
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Background and aims
The training based on Clinical Simulation (CS) in an Objective Structured Clinical Examination (OSCE) scenario is a strategy to improve the quality
of learning of Medicine students, of other disciplines of Health Sciences, of Residents and for the constant updating of knowledge of the health
care professionals [1, 2].
We aims to evaluate the impact of clinical simulation in an OSCE scenario (CS-OSCE) in the development of communication skills, medication
learning and anesthesia techniques in students of the subjects of Anesthesia and Children's Medications of the Medicine Degree, as well as Pharmacology of the Degree of Podiatry.
Summary of work and outcomes
This is a four-year study in which undergraduate students were trained using CS-OSCE, which included: 1) Medical students: endotracheal intubation, assisted ventilation, peripherally inserted central catheter, and drug administration by various routes. 2) Podiatry students: locoregional anesthesia and cures with administration of topical drugs in the foot. The results obtained in the final grades of the students were compared with data
obtained from courses prior to the development of the study that had not developed this activity.
Discussion
539 students were included, 63.7% female, 21 ± 4.7 years old. The average time spent by the students in carrying out the training in CS-OSCE
was 7.5 ± 1.5 h in Anesthesia and Childrens' Medications from Medicine Degree and 6.7 ± 1.2 h in Pharmacology from Podiatry Degree. The
group of CS-OSCE students showed a greater number of correct answers to the evaluation questions compared to students not trained in clinical
simulation in the OSCE scenario, +25.6% correct answers (P < .05). The percentage of students who were satisfied with this form of learning was
96.7%.
Conclusion
Active learning based on clinical simulation in an Objective Structured Clinical Examination (OSCE) scenario improves both communication skill
and knowledge of Anesthesia, Children's Medications and Pharmacology in students from de Medicine and Podiatry Degrees.
References
1. Lammers RL, Davenport M, Korley F, Griswold-Theodorson S, Fitch MT, Narang AT, Evans LV, Gross A, Rodriguez E, Dodge KL, Hamann CJ,
Robey WC 3rd. Teaching and assessing procedural skills using simulation: metrics and methodology. Academic Emergency Medicine
2008;15(11):1079–1087. https://doi.org/10.1111/j.1553-2712.2008.00233.x
2. Davies H, Sundin D, Robinson S, Jacob E. Does participation in extended immersive ward-based simulation improve the preparedness of undergraduate bachelor's degree nursing students to be ready for clinical practice as a registered nurse? An integrative literature review. Journal of Clinical Nursing 2021 Oct;30(19–20):2897–2911. https://doi.org/10.1111/jocn.15796
P0687 | Implementation of the British Pharmacological Society's Prescribing Safety
Assessment (PSA) in a Turkish Medical School for Interns
Sinem Ezgi Gulmez; Gülnihal Özcan; Hakan Orer
Koc University School Of Medicine Deparment Of Medical Pharmacology
Background and aims
Prescribing skills training is integral to medical education and one of the most critical determinants of graduates' future careers. Therefore, pharmacology education needs to encompass the entire clinical years to be acquired before graduation as a professional skill. The current pharmacology curriculum at the Koç University School of Medicine (KUSOM) includes 98-hour pharmacology lectures in the 3rd year, a one-week rational
pharmacotherapy clerkship in the 4th year, and rational use of medicines discussions conducted regularly with interns (6th year) (1). In addition, in
the 2020–2021 academic year, we implemented the “Prescribing Safety Assessment (PSA)” tool for the 6th-year internship students in collaboration with the British Pharmacological Society (BPS). PSA aims to evaluate prescribers' competencies under eight categories concerning the safe
and effective use of medicines (2).
Summary of work and outcomes
General practitioners must pass PSA to obtain a practice license in the UK. PSA Blueprint consists of a 30-item invigilated paper (3). The items
were selected in cooperation with the BPS-PSA team to ensure compatibility with national and KUSOM undergraduate curricula. A 30-item practice set was also made available one month earlier. The BPS-PSA accomplished the assessment online, and individual feedback for interns was
provided.
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Discussion
There is no summative assessment during the internship year of medical education in Turkey. Therefore, the participation was voluntary, and the
grades did not affect the GPAs or graduation scores but supported prescribing skills in a rather normative way. Student feedback was positive.
Overall, they were satisfied with the compatibility of the curriculum with PSA and content to have assessed their prescribing skills at an international level.
Conclusion
Integrating the BPS-PSA into the curriculum supports the students in developing their prescribing skills and allows benchmarking in an international setting. Furthermore, we hope to obtain a fair and objective assessment of prescribing practice throughout the clinical years. Our goal is to
have a “continuous and integrated pharmacology course with prescription skill training,” an essential professional skill, starting from the 3rd-year
of medical school till graduation. Once accomplished, it will be a first in Turkish medical education history.
References
1. Gulmez SE, Ozcan G, Orer HS. Fourth-year rational pharmacotherapy clerkship at Koc University School of Medicine. 14th Congress of the
European Association for Clinical Pharmacology and Therapeutics (EACPT), 22–29 June 2019, Stockholm, Sweden. Eur J Clin Pharmacol. 2019;75
(Suppl 1): S59.
2. BPS-PSA. https://prescribingsafetyassessment.ac.uk
3. BPS PSA Blueprint. https://prescribingsafetyassessment.ac.uk/resources/PSA-Blueprint.pdf
P0688 | The integration of the British Pharmacological Society's Prescription Safety
Assessment into the Groningen Model of Rational Pharmacotherapy in a Turkish Medical
School
Hakan Orer; Gülnihal Özcan; Sinem Ezgi Gulmez
Koc University School Of Medicine Deparment Of Medical Pharmacology
Background and aims
The difficulty of learning pharmacology through lectures in the pre-clinical years has led to the development of problem-based learning (PBL)
methods. Hence, the training has extended into the clinical years. At Koç University School of Medicine, a one-week rational pharmacotherapy
(RPHM) clerkship, modeled after the WHO-Groningen rational pharmacotherapy course, has been instated in the 4th year curriculum to improve
the prescription skills (1). However, a significant drawback of the PBL methods was the lack of a summative assessment of the theoretical knowledge. To address this problem, we implemented the British Pharmacological Society (BPS)-Prescribing Safety Assessment (PSA), a pass/fail assessment of skills related to prescription practices in 8 different competencies (2). In addition, a survey-based study was initiated to evaluate students'
self-confidence. KU Ethics Committee approved the study protocols.
Summary of work and outcomes
The study included 49 fourth-year medical students from Koç University Medical School in two groups in 2020 and 2022. Two sets of common
infections were chosen in the training scenarios: (1) respiratory tract infections, and (2) urinary infections. Students were required to take the
BPS-PSA exam, prepare personal formularies, and prove their ability to manage simulated patients in different OSCE settings. A 15-item PSA
invigilated paper with an 8-item practice paper was explicitly prepared to match the indications of training topics by the BPS, tailored according
to local formularies and regulations. Students were asked to fill out self-efficacy surveys before, during, and after the completion of the clerkship.
Survey results were analyzed concurrently with the performance obtained in OSCEs and BPS-PSA.
Discussion
The two indications chosen for the scenarios cover more than half of the common conditions requiring antibiotic prescriptions seen in primary
care. Survey results showed a significant increase in self-efficacy levels measured at different task categories as the training progressed. In PSA,
the highest confidence level was found in the category of dose calculation. OSCE results provided a detailed individual assessment of students'
prescribing skills.
Conclusion
Implementing the PSA to Groningen model provided a complete assessment of the learning environment and student progress. The new clerkship
program supports the students in developing their prescribing skills and allows benchmarking in an international setting.
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References
1. Gulmez SE, Ozcan G, Orer HS. Fourth-year rational pharmacotherapy clerkship at Koc University School of Medicine. 14th Congress of the
European Association for Clinical Pharmacology and Therapeutics. European Journal of Clinical Pharmacology 2019;75(Suppl 1): S59, 110.
https://doi.org/10.1007/s00228-019-02685-2
2. BPS-PSA. https://prescribingsafetyassessment.ac.uk
P0689 | How to rationally use pharmacological databases: A Practice-Based Learning education
strategy for Medical students
Hadar Arien Zakay
The Hebrew University
Background and aims
Integrated curricula are commonly applied in medical training, but there is still a reason for concern regarding pharmacological knowledge and
skills, considering the scale of medical errors using drugs [1]. Here described a new teaching platform that includes guided exposure to pharmacological databases, aiming to provide medical students with tools to explore drug activity and risks.
Summary of work and outcomes
The course was first implemented in 2019 and took place in three cohorts of students. It combines innovative teaching methods to create an
active learning experience. Teaching methods are presented in Table 1. Learning outcomes are being investigated in the short- and long term. The
short-term outcomes were evaluated using a student survey comparing skills in drug research at the beginning vs. the end of the course (Table 2).
One of the most prominent trends was the shift in websites students turned to for drug research: from general search engines to evidence-based,
clinically accepted resources designated for professional search. Furthermore, when asked how they appreciate the importance of the course for
their professional future, 94% of students strongly agreed, and 6% agreed, while none disagreed.
Students' feedback was also examined in a different survey, asking for satisfaction with the course structure and instruction, and placed in the top
20% compared to other courses in the study truck.
The long-term outcomes are being investigated by questioning course graduates who are in their clinical years.
Discussion
The student questionnaires attest to the course evaluation as essential for their continued training in the clinical field. The results of learning outputs assessments support this claim. At the end of the course, students increased their activity in drug-information search and learned to distinguish between the different information resources, their advantages, and their limitations. The continued research, which evaluates the frequency
of use of the acquired tools during the clinical training years, will give information on the effectiveness of the study method on the acquisition of
long-term skills.
Conclusion
Medical students can optimally cope with exposure to drug databases as early as the years of pre-clinical training. At this stage, acquisition tools
for using clinically and scientifically up-to-date drug databases prepare the students for independent and critical analysis of the drug information.
These skills are expected to be a necessary tool for the continued professional training of medical students in the field of Pharmacology.
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Reference
1. Engels F., Pharmacology education: Reflections and challenges. European Journal of Pharmacology (2018) 15:392–395. https://doi.org/10.
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1016/j.ejphar.2018.06.032
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P0690 | A hybrid model for the education of pharmacology in a large classroom
Hadar Arien Zakay
The Hebrew University
Background and aims
Training in the field of pharmacology requires extensive integration of different study subjects, therefore considered highly challenging among
students. The Nursing teaching program is particularly unusual in this regard since pharmacology studies are given at an early stage of the bachelor's degree. This situation leads to statistically significant difficulties in completing the course. In advance, nurses claim insufficiency in their pharmacology training [1]. In order to improve learning outcomes, creative thinking and an innovative education strategy may be required.
Summary of work and outcomes
Here is presented the planning and assimilation of a novel hybrid course in pharmacology for 2nd-year Nursing students. The pedagogy format of
the course lines on switching from traditional curricula, which includes frontal lecture modes of education, to question-based learning.
The course consists of teaching units based on a combination of teaching methods. Each unit is divided into three a-synchronizing lectures given
as short (7–15 min) online videos and a fourth synchronizing discussion meeting in a problem-based learning (PBL) format. At the end of each
short video, the students practice online questions with online feedback. Answering the questions is a mandatory activity for opening the following video. Small group workshops are also conducted, in which aspects of pharmacology are practiced around clinical cases.
The course was lately implemented in a class of 228 students.
Learning outcomes are being investigated in student surveys and success in course exams. In students' feedback measured in the survey, the
hybrid new course maintained its high student satisfaction score, similar to the contentment with the course in its previous frontal form (Table 1).
Discussion
The student questionnaires attest to the course evaluation as a friendly for learning. At the end of the course, we hope that students will increase
their knowledge and performance, data which is under evaluation.
Conclusion
The pedagogy paradigm presented here suggests a methodology for applying the flipped-classroom model in a large classroom. This paradigm
enables practicing the skills of problem-based solutions using drugs early during nursing training, and is expected to become significantly effective
for pharmacology education.
Reference
1. Simonsen B.O. et al. Differences in medication knowledge and risk of errors between graduating nursing students and working registered
nurses: a comparative study. BMC Health Serv Res (2014) 14:580.
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P0691 | Development of a novel practical class using crickets to identify an unknown
substance and demonstrate the pharmacological actions of monoamine drugs for third year
neuropharmacology students
Nicole Jones; Jane Carland; Balu Daniel; Angela Finch; Ghada Hanna; Natasha Kumar
UNSW Sydney
Background and aims
The domestic cricket (acheta domesticus) is an invertebrate organism that can be used to investigate neurobiology, physiology and behaviour.
[1] Crickets use many of the same neurotransmitter systems as mammals including: serotonin, dopamine, noradrenaline and octopamine. [2] Allowing their use as a model organism to teach pharmacological principles of drug action in an in vivo system. We developed a practical class for 3rd
year neuropharmacology students to provide hands-on experience at examining the effects of central nervous system CNS active monoamines
(including identifying an unknown drug) on locomotor activity an in vivo system using crickets.
Aims
To employ an invertebrate model crickets to demonstrate pharmacological action of CNS active monoamine drugs in an in vivo system to enhance
student learning and engagement.
Summary of work and outcomes
Adult crickets of both sexes were used. Each student group (4–5 students, 21 groups) was provided with 5 crickets for the experiment. Baseline
locomotor activity as time moving in the horizontal plane of the first cricket was measured for 10 minutes before intra-abdominal injection (20 μl)
of an “unknown” monoamine drug (fluoxetine, dopamine or octopamine). Locomotor activity was then measured for a further 10 minutes. Once
students had determined the effects of their “unknown” drug, they systematically examined the “unknown” drug again in crickets that were pretreated with one of 4 different monoamine receptor antagonists epinastine (octopamine receptor antagonist); phentolamine (adrenoceptor and
octopamine receptor antagonist); clozapine (dopamine and serotonin receptor antagonist) or WAY-100135 (serotonin receptor antagonist). Students then graphed their data and answered questions to help them identify their unknown monoamine drug.
Discussion
In the course feedback (2021, 2022), many students identified some of the “best features of the course” as the hands-on aspects of these cricket
practical classes. The experimental results prompted interesting class discussions and helped to enhance student understanding of drug mechanisms in relation to the experimental data. This was evident in student responses to an exam question related to this material.
Conclusion
This innovative new practical class allowed students to advance their lab skills using an invertebrate model to examine the in vivo effects of various CNS active drugs in a 3 hour practical session. This approach is readily adaptable to showcase behavioral responses to many different classes
of CNS drugs.
References
1. Stevenson AP, et al (2000) Journal of Neurobiology 43, 107-120.
2. Nagao, T. & Tanimura, T. (1988). Anal Biochem 17, 33-40.
P0693 | A modified Delphi-review of pharmacological competencies needed for dietitians,
nurses and physiotherapists in South Africa
Werner Cordier; Dianne Manning; Pieter du Toit
University of Pretoria
Background and aims
The scope of practice of healthcare practitioners describes the services they are deemed to be competent in, and thus serves as a framework for
curriculum alignment (Brinkman et al., 2018). Often such scopes lack discipline-specific inference, impairing curriculum design, and risking inadequate or bolted-on competencies (Markowitz et al., 2017). The study determined the most important pharmacological competencies for dietitian,
nurse and physiotherapist graduates in South Africa via a modified Delphi-study.
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Methods
Delphi-experts ranging from academic, accreditation and professional societies were requested to rate competencies in terms of their importance
and expected level of competence (using Bloom's taxonomy as a simplified method of indication). The Delphi-survey was based on a systematic
review of pharmacological competencies published in literature up until 2021.
Results/Discussion
Of 108, 161, and 79 competencies provided to the dietetic, nursing and physiotherapy experts, 80, 153, and 28 were considered important,
respectively. Of these, 41 (Table 1), 48, and 16 diseases were necessary to include, respectively, which aligned to the scope. For example, physiotherapists highlighted the importance of movement-related and pulmonary diseases. Furthermore, practitioner-specific elements were considered,
such as food-drug interactions for dietitians. Interestingly, pharmacogenetics-associated concepts, speaking to future competencies of personalised medicine, were relatively unimportant. Several underlying tenets of pharmacology (pharmacokinetics and pharmacodynamics) were less
important than concepts building from them (such as mechanisms of action). This observation stresses co-creation of curricula between basic and
clinical sciences to scaffolded development. Consensus on the expected level of competence was lower, ranging from understanding to analysis,
with the latter of importance in disease management. Although dietitians and nurses had greater consensus, physiotherapists had lower consensus, suggesting ontological differences affecting decision-making and requires stratification.
Conclusions
Pharmacological competencies deemed relevant to dietetics, nursing and physiotherapy professions were determined. Given the importance of
vertical alignment of the basic sciences, co-creation between basic and clinical staff will be needed to ensure that minimum requirements are met
for competency development within an authentically-developed environment. Targeted needs analysis will follow to determine how to map the
proposed curriculum into currently established programmes.
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References
1. Brinkman DJ, Tichelaar J, Mokkink LB, Christiaens T, Likic R, Maciulaitis R et al. Key learning outcomes for clinical pharmacology and therapeutics education in Europe: A modified Delphi study. Clinical Pharmacology and Therapeutics 2018;104: 317–325.
2. Markowitz S, Adams EK, Lewitt MJ, Dunlop AL. Competitive effects of scope of practice restrictions: Public health or public harm? Journal of
Health Economics 2017;55:201-218.
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P0694 | Exploring Final Year Capstones: Implementing Science Communication Research
Projects for Final Year BSc (Hons.) Pharmacology Students
Claire Riordan 2; Lindsay Deely 2; Sarah Gundy 2; Brendan Dolan 2; Abhay Pandit 2; John P. Kelly 1; David P. Finn 1; Eilís Dowd 1
1
Pharmacology & Therapeutics, University of Galway; 2CÚRAM SFI Research Centre for Medical Devices, University of Galway
Background and aims
Inspired by the Capstone Workshops delivered online in the Summer of 2020 and the subsequent Guideline Document on the British Pharmacology Society's Educational Resources website [1], we began to explore alternative Final Year Projects (FYPs) for our BSc (Hons.) Pharmacology students. We discussed the various Capstone options but concluded we were not ready to relinquish research-based projects. Rather we decided to
investigate alternative forms of research projects, with a focus on Science Communication. This study aimed to determine the success of these
FYPs in terms of student attainment/satisfaction, and delivery of research elements/learning outcomes.
Summary of work and outcome
Four Science Communication FYPs were offered in collaboration with colleagues at the CÚRAM SFI Research Centre for Medical Devices.
CÚRAM is part funded by the Irish Government and has a legal remit to communicate its research endeavours to the public. However, identifying
the most impactful communication initiative(s) remains a challenge. Therefore, the research projects offered focused on assessing the impact of
four different communication initiatives: 1) public exhibition, 2) mainstream vs STEM media, 3) cinematic science and 4) the Science on Screen Initiative [2].
Four students self-identified as interested in Science Communication and indicated their willingness to complete these projects. The students
identified their specific research questions, developed testable hypotheses, devised methodologies to test these hypotheses, and then collected,
analysed and presented their data. To complete the final dissertation/thesis, the students prefaced their research with a detailed scientific literature review (on a relevant Pharmacology topic) and finished with an evidence-based discussion of their research findings.
As summarised in Table 1, we found that student attainment/satisfaction with these projects was high, and they successfully delivered all research
elements/learning outcomes.
Discussion
Developing FYPs based on Science Communication was a completely novel undertaking for us. A telling measure of the success of these projects
is the high student attainment. This is no mean feat considering the calibre of students that we teach, exemplified by several students being
offered Wellcome Trust PhD Studentships at the Universities of Oxford and Edinburgh, and multiple successes in the Global Undergraduate
Awards [3], including the “Global Winner” in the Medical Sciences category in 2019.
Conclusion
Given the success of this endeavour, we will continue to deliver Science Communication FYPs, and will also explore other alternative options,
including, for example, “Sustainability in Pharmacology” or “History of Irish Pharmacology” projects.
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References
1. https://www.bps.ac.uk/covid-19/resources-and-trusted-information/educator-resources
2. https://curamdevicesengage.ie/resources/science-on-screen/
3. https://undergraduateawards.com/
P0695 | A questionnaire based study on impact of digitization of medical education with stress
perception among eastern Indian undergraduate medical students: a lesion learnt from COVID19
Arpita Maitra 1; Abhijit Das 1; Sabyasachi Mukhopadhyay 2
1
Burdwan Medical College; 2AMRI Hospital, Mukundapur
Introduction
In Medical education, most immediate change from COVID-19 pandemic was implementation of online-learning. In India, new competency-based
curriculum was just launched. Enforcement of technology based learning has become necessity rather being optional.[1,2] Few remarkable advantages of e-learning may be highlighted as flexibility, ease of access, time-saving, uniformity, stop-gap approach, cosmopolitan nature but with limitations like connectivity issues, software problems, financial issues, data security, language barriers, staff shortage, lack of face to face interaction,
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psychological issues etc.[3] We have conducted this study over undergraduate students to assess attitude, self-assessed impact, practice of elearning along with stress perception with Perceived stress scale.
Methods/Summary of work
This cross-sectional observational study was conducted using structured validated questionnaire comprising of 34 questions (including open and
closed-ended) on 650 medical students of a tertiary centre in eastern India after IEC approval. Responders' socio demographic details, concept
and usage of e-learning, opinions regarding advantages and limitations of e-learning, perception of stress were analyzed.
Results/Discussion
Total 386 completed responses were analyzed. Most students had basic idea of online education, but commonly expressed e-learning as online
lecture class (n=303, 78.5%), self learning (n= 224, 58%). Students from affluent families and from urban area had better internet usage, computer
proficiency, logistic support (p<0.005). Most common medium was Smartphone (95.9%). >50% agreed about advantages while >80% agreed
regarding limitations. In each question, p value was statistically significant in chi square for trend analysis. Most students (>66%) gained confidence in self directed learning, small group discussion, PowerPoint presentation etc. Among respondents, 72.47% were from moderate stress
group. Loss of concentration, eye strain, headache, sleep disturbances were common few outcomes.
Conclusion
COVID era helped indirectly in huge leap towards modernization of medical education by using digital technology. Overall students have
embraced digitization despite limitations. Though it cannot totally replace traditional physical teaching, but must be essential supplement. For better outcome, proper easy-to-use module, better infrastructure, guideline and training along with adequate affordable internet access, has to be
available. Regular feedback from students and teachers are required for better efficacy.
References
1.Singh HK, Joshi A, Malepati RN, et al. A survey of E-learning methods in nursing and medical education during COVID-19 pandemic in India.
Nurse Educ Today. 2021;99:104796.
2. Sahi PK, Mishra D, Singh T. Medical Education Amid the COVID-19 Pandemic. Indian Pediatr. 2020;57(7):652-657.
3. Dhir SK, Verma D, Batta M, Mishra D. E-Learning in Medical Education in India. Indian Pediatr. 2017;54(10):871-877.
P0696 | Negotiation and respect are at the core for building successful, inter-professional
team-based prescribing decisions in pre-registrations students – a mixed-methods, realist
evaluation
Kellie Charles 1,3; Nicholas Buckley 6; Sarah Hilmer 4; Rebekah Moles 1; Lisa Koulajian O'Donnell 5; Stephen Carter 1; Michelle Maw 2;
Astrid Frotjold 2; Carl Schneider 1
1
Sydney Pharmacy School; 2Susan Wakhil School of Nursing and Midwifery; 3Royal Prince Alfred Hospital; 4Royal North Shore Hospital; 5Kolling
Institute of Medical Research; 6School of Medical Sciences
Introduction
Medication safety is a core principle for all professionals involved in safe and effective management of drugs. Medication management is taught
traditionally in silos within health professional degree programs. Inter-professional education enables students from multiple professions to learn
core clinical and teamwork skills within authentic clinical teams.
Aims
To develop an innovative medication safety module for large cohorts of pre-registration medical, pharmacist and nursing students to learn the
impact of team-based approaches to quality use of medicines and safe medicines prescribing practice.
Summary of work and outcomes
A fully integrated, multi-week, inter-professional medication safety module was delivered within the MD, B. Pharmacy and B. Nursing degrees,
(n=650 students/year) in June 2022. Students follow the medication management cycle (medical students prescribe, then medication review by
pharmacy and nursing students) as well as coming together in person to review as an inter-professional team. Evaluation with a realist evaluation
model was used to investigate the relationships between contexts and mechanisms explaining how inter-professional teamwork generates
improvements in the education of the quality use of medicines (outcomes). A mixed method approach was used to provide triangulation of evidence and included questionnaires (n=650), open-ended qualitative comments (n=450), focus groups (n=3) and document analysis (e.g 160 medication charts and progress notes).
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Discussion
There was variable confidence in core pharmacology knowledge and application of this knowledge within each of the degree program (44% 55%) prior to the module. Students had high satisfaction in their team performance with 90% rating their team as 4 or 5 star (response rate: 74%)
with between 5–10 changes being made to improve the chart for patient benefit. Teaching in the Medication Safety Module was rated by students has highly effective (85% agree) and increased the confidence in core pharmacology knowledge and application by 11% and 15% across the
whole cohort. Analysis of open-ended comments and semi-structured interviews using thematic analysis found in the context of degrees that
have shared values of integrated care being needed for better patient outcomes (context), we found that students that were tolerant to uncertainty, flexible thinkers, respect for other's experience and expertise and not hampered by hierarchical status (mechanisms) were more likely to
experience better negotiations and be satisfied with inter-professional team-based medication planning decisions (outcome).
Conclusion
Experiential learning of individual professional roles within an inter-professional team and sharing complementary and often distinct medicinerelated knowledge are at the heart of the effectiveness of this teaching activity.
P0697 | Using design thinking and realist evaluations to assess the impact of COVID19
adaptions to prescribing teaching in final year medical students: What works for whom and
why?
Kellie Charles 1; Nicholas Buckley 2; Sarah Hilmer 3; Jennifer Shone 4; Carl Schneider 1
1
Sydney Pharmacy School; 2School of Medical Sciences; 3Royal North Shore Hospital; 4Sydney Medical School
Background and aims
Final year medical students have consistently expressed a lack of preparedness for prescribing as junior doctors both in Australia and internationally. The emergence of COVID19 challenged pharmacology academics to answer the question: How do we prepare an underprepared final year
medical student to complete prescribing tasks in the support our COVID-19 surge medical teams?
The curriculum and assessment development was informed by self-regulated learning, social situated learning, constructivism and novice-mastery
educational theories to ensure the learning in theoretical space could be translated into the clinical ward-based learning.
Summary of work and outcomes
To design the new teaching model and assessment, we used the 5 step Stanford model of design thinking to the develop of a series of complex,
clinically-authentic scenarios with matching assessment. In April 2020, we implemented the first workplace-based assessment (WBA) with structured debrief model to 250 students across 7 clinical schools in Sydney and 3 regional clinical schools. Ethics approval was obtained to quantitatively and qualitatively evaluate the effectiveness of the new curriculum and assessments for learning using a realist evaluation framework.
Discussion
Final year students perceived the tasks were beneficial for learning (median 3.5–4/5 in 2020, 2021). Further in-depth realist interviews were conducted with 2022 cohort students (n = 11) at 3 time points in the final year – prior to WBA, after WBA teaching and after final clinical preinternship training. In the context of feeling very underprepared and nervous about their role in prescribing, the WBAs provided pre-intern students with a gradual exposure to the complexity of prescribing, practical knowledge and skills, familiarisation and practice of relevant prescribing
resources and provision of critical and constructive feedback through a structured debrief of experts (mechanisms) to enhance their competence
and confidence with prescribing (outcome). Having a structured series of interview with an educator to review and reflect on the process of learning how to prescribe, discuss potential challenges and opportunities to further learning was an unexpected mechanism for improved recognition
and ownership of their learning to develop the essential skills and knowledge needed for prescribing (outcome).
Conclusion
Using a design-theory framework allowed the team to incorporate more theoretical approaches into curriculum development as well as promoting
iterative educational design. The use of a formal realist evaluation approach enabled a meaningful analysis of the how and why rather than does it
work with the research findings will continue to be integrated into the cycles of future iterations.
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P0971 | How equipped are first year undergraduate students in navigating common teamwork
challenges?
Nilushi Karunaratne 1; Betty Exintaris 1; Emilee Molcik 1; Kayley Lyons 2; Lynette Fernandes 3
1
Monash University; 2Centre for Digital Transformation of Health; 3School of Biomedical Sciences, University of Western Australia
Background and aims
Teamwork skills are teachable qualities that students need to succeed in a 21st century workplace. However, teamwork does not automatically
occur as a consequence of putting people together [1]. Although the importance of effective teamwork skills is widely recognised, students participating in teamwork at the undergraduate level, whether face-to-face or online, may face several cognitive, motivational, and emotional obstacles
within their teams. The aim of this study was to use a Baseline Teamwork Assessment Tool, developed at Monash's Faculty of Pharmacy and
Pharmaceutical Sciences, to explore teamwork skill aptitudes of first year Pharmaceutical Science students.
Summary of work and outcomes
The survey-based tool was administered to first year Pharmaceutical Science students in 2021 (onshore: n = 192; offshore: n = 44). Student's
free text responses to a 3-part teamwork scenario was analysed using thematic analysis. Initially, backward citation searching using PubMed and
CINAHL search engines was used to shortlist 7 articles (of 293) published between 1999–2015 that explored common teamwork attributes in
students. From these, 11 deductive themes were identified on common strategies utilised by students to navigate common teamwork challenges.
Subsequent coding resulted in the identification of 5 additional themes (Table 1).
Results/Discussion
Student responses demonstrate competency in several aptitudes necessary for successful teamwork (Table 2) such as interpersonal skills and
commitment to team success reflected in the themes of understanding, awareness and correcting behaviour. Furthermore, managing team composition was reflected in the themes of accountability and workload delegation. Responses only rarely related to the themes of encouragement,
problem solving and closed communication indicating that students tended to not demonstrate high amounts of positive feedback to the teammate in the scenario, or felt equipped to problem solve and navigate challenging situations which serve as potential areas to support student's
development in the future.
Conclusions
Findings from this study will be used to develop resources and instructions to support the development and cultivation of teamwork skills in
undergraduate students.
TABLE 1
Deductive and inductive themes identified for thematic analysis of survey responses.
Scenario
Themes
Sub-themes
SC1
It is your second year at university. You are working with 4 other
students on an oral presentation. You and the other students
have noticed that one member of the group has only
completed about half of the work you would expect them to
complete. The other group members have started to voice
their frustration that this is not fair.
What would you do? What are your considerations for your
action(s), if any?
Awareness (D)
Group expectations and feelings
SC2
You have decided to speak with this student one on one and
provide them with feedback on their performance. You both
have stayed back on a video conference call together.
How would you begin this conversation with the other student?
Awareness (I)
Student work performance
Closed communication (D)
External help (I)
Understanding (D)
Workload delegation (I)
Self-delegation
Whole team
Group expectations and feelings
Student work performance
Closed communication (D)
Encouragement (D)
Frustration (D)
Problem-solving (D)
Understanding (I)
SC3
The other student responds by saying, “yea, I have not been
good lately. I felt the rest of you had the presentation under
control. I just keep getting distracted by video games at home.”
Accountability (D)
External
Internal
Awareness (D)
Compromise (D)
(Continues)
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TABLE 1
(Continued)
Scenario
Themes
Sub-themes
How would you respond to this student? How would you resolve
the issue?
Correcting behaviour (D)
Why was it wrong?
What the team wanted?
Understanding (I)
TABLE 2
The number of references in student response data relating to each theme and sub-theme.
Theme name
Sub-theme
#
References
Theme name
Sub-theme
#
References
SC1 Awareness
-
9
SC2 Encouragement
-
4
SC1 Awareness
Group expectations and
feelings
3
SC2 Frustration
-
0
SC1 Awareness
Student work performance
6
SC2 Problem solving
-
2
SC1 Closed
communication
-
0
SC2 Understanding
-
30
SC1 External help
-
5
SC3 Accountability
-
9
SC1 Understanding
-
22
SC3 Accountability
External
2
SC1 Workload delegation
-
8
SC3 Accountability
Internal
3
SC1 Workload delegation
Self-delegation
2
SC3 Awareness
-
8
SC1 Workload delegation
Whole team
6
SC3 Compromise
-
16
SC2 Awareness
-
18
SC3 Correcting
behaviour
-
27
SC2 Awareness
Group expectations and
feelings
9
SC3 Correcting
behaviour
Why it was wrong
2
SC2 Awareness
Student work performance
11
SC3 Correcting
behaviour
What the team
wanted
27
SC2 Closed
communication
-
0
SC3 Understanding
-
2
Reference
1. Lerner S, Magrane D, Friedman E. Teaching teamwork in medical education. Mount Sinai Journal of Medicine 2009;76(4):318–329. https://doi.
org/10.1002/msj.20129
P0972 | “All for one, and one for all!”: Evaluating a Team-Based-Learning (TBL) introductory
session to drug discovery and development for MSc students
Anne Burke-Gaffney; Fouzia Haneef Khan; Coen W. Wiegman
Imperial College London
Background and aims
Team-Based Learning (TBL) consists of individual work, teamwork, feedback, and opportunities to apply knowledge. Students like the collaborative nature of TBL; teachers like the range of skills and learning it promotes [1]. We evaluated a new TBL session which introduces drug discovery
and development to MSc students on the Genes, Drugs and Stem Cells MSc, Imperial College London. The aims were: to compare individual to
team results; to gage students' preparation, enjoyment and learning through TBL.
Summary of work and outcomes
Thirty pages on drug discovery and development were set for pre-reading [2]. The individual (i) and team (t) readiness assurance test (RAT) were
10 multiple-choice questions, set from pre-reading. The iRAT (10 min) and tRAT (15 min) were completed using LAMS software [3]. Teams
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consisted of 4 to 5 students. Percentage ‘correct first time’ answers were recorded. Teams applied their learning to 4 team application tests
(20 min). Forty-three students completed the TBL; 30 students filled out the evaluation on Qualtrics.
Percentage ‘correct first time’ answers are shown in Table 1. An increase in percentage ‘correct first time’ answers, by teams, for questions 4 to
9 could suggest that students became more confident discussing/negotiating answers. Question 10 was considered hard/ambiguous. Two-thirds
of students said they ‘speed-read some’ or ‘all’ of the pre-reading; one-third, ‘read some of it in-depth’. Two-thirds enjoyed working in teams: ‘a
lot’ or ‘a great deal’; one-third, enjoyed it ‘a moderate amount’. Two-thirds of students said that teamwork helped their learning ‘a lot’ or a ‘great
deal’; one-third, ‘a moderate amount’ or ‘a little’. Free text comments were: ‘this was a really good exercise’; ‘some of the questions were a bit
subjective’; ‘really fantastic’.
Discussion
Overall, results for RATs were higher for teams than individuals. Most students enjoyed and learned through TBL. From a teachers' perspective, a
limitation is the time needed to prepare challenging but non-ambiguous questions. Sufficient time also needs to be allocated to students for presession reading/preparation. Evaluating longer-term retention and application of knowledge could be insightful.
Conclusion
TBL is an enjoyable and effective way to onboard MSc students into the exciting process of drug discovery and development!
References
1. Burgess, A. et al. (2020). Team-based learning: design, facilitation and participation. BMC Medical Education. 20(2): 461.
2. Hill, R. & Richards, D. (2022). Drug Discovery and Development: Technology in Transition (3rdEd).
3. LAMS. International (2022). https://www.lamsinternational.com/ [accessed 3rd November 2022].
P0973 | Virtual Medical Clinic on Rational and Safe Prescribing: An Andragogical Approach to
Nurturing Safe Prescribers
Htet Htet; Heethal Jaiprakash; Igor Nikolayevich Iezhitsa; Renu Agarwal
International Medical University
Background and aims
Prescribing is the most challenging task for newly graduated medical doctors. Preparing graduates to be safe prescribers is a challenge of undergraduate medical education. The pharmacology curriculum focuses mainly on the knowledge of drugs. There was evidence that training on prescribing in undergraduate medicine should be improved.
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ABSTRACTS
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Summary of work and outcomes
With the assistance of the e-learning department, we developed a case of a virtual medical clinic using the articulate storyline software as a pilot
project to fill the gap in the curriculum during the pandemic. This is a case of a hypertensive patient who is seeking treatment from a medical doctor and encounters some communication failures initially. It also involves writing a prescription and providing the information, instruction, and
warning related to the prescribed drug. There were components of knowledge checks in between.
This VMC has been shared with preclinical and clinical medicine and dentistry students. It was also utilized for the micro-credential on “Applied
Clinical Pharmacology in Rational and Safe Prescribing” as well as in the rational and safe prescribing component of the new curriculum 2021. An
open and anonymous feedback link is provided. (Figures 1,2,3 and 4).
Among the respondents, 67% (n = 4) perceived the content as useful for them, 100% (n = 6) replied as this application can improve their learning,
(n = 0) none of them encountered such activity before, 67% (n = 4) responded as they would recommend to their peers and 100% of them
responded no issue encountered. Overall satisfaction was 4 out of 5 (n = 3) in 50% of respondents and 5 out of 5 in the remaining 50% (n = 3).
Open feedback included a “very cool way of learning and retaining the information” and some suggestions such as “adding the back button or
changing to another voice from the robotic voice”.
Discussion
This project enhances the students' independent learning on safe prescribing practices, communication skills, emotional intelligence, and providing
information, instruction, and warning related to the prescription which is a basic of patient safety. The weakness of the activity might be the failure of embedding the feedback link. Since the feedback link is added separately, the responses are not as many as the learners are utilizing it.
Conclusion
We are planning to develop additional VMCs or microlearning materials on safe prescribing and patient safety. Overall, nurturing safe prescribers
for the community is the aim of all educators in the health care profession.
FIGURE 1
Virtual Medical Clinic on Rational and Safe Prescribing.
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Prescription Writing.
FIGURE 3
Assessment.
FIGURE 2
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Information, Instructions and Warning.
P0974 | Designing and developing a bespoke Biology Bridging Resource for 1st year physiology
students
Zoe Porter; Nilushi Karunaratne; Betty Exintaris
Monash University
Introduction
For many students, the move from secondary schooling to tertiary education is accompanied by concerns around transition to university education. For students entering health/biomedical science programs without a Biology background, this transition burden is greater given these students may feel disadvantaged, overwhelmed, and anxious about their lack of foundational knowledge. This study aims to firstly, bridge the gap
between secondary and tertiary education by developing an interactive foundational Biology Bridging Resource, comprised of online learning
modules and face-to-face workshops, and secondly, to track student usage and resource impact.
Methods
Two degrees are taught at the Faculty of Pharmacy and Pharmaceutical Science (FPPS): Bachelor of Pharmacy and a Bachelor of Pharmaceutical
Science. A review of first year physiology units taught within each degree was conducted to determine key biology and physiology concepts.
Backward design was used to develop a Biology Bridging Resource covering foundational terminology, concepts and topics required to support
first year physiology units taught at FPPS. The bridging resource was designed to promote interactivity and engagement with self-assessment
exercises, peer review activities and opportunities for reflective practise being built into the module. In 2021, students enrolled in Pharmacy
(cohort size = 258) and Pharmaceutical Science (cohort size = 177) were surveyed to determine whether they had completed secondary school/
equivalent level Biology. Student engagement with the Biology resource was tracked using learning management system analytics and correlated
with survey data.
Results
A survey response rate of 85% was achieved across both cohorts. Most students enrolled in Pharmacy (94%) or Pharmaceutical Science (77%)
engaged with the bridging resource. Of the students who accessed the resource, 26% were Pharmacy international students while 40% were
Pharmaceutical Science international students. Of the total international cohort at FPPS, 75% of Pharmacy students (of which 30% hadn't completed Biology in year 11/12), and 97% of Pharmaceutical Science students (of which 38% hadn't completed year 11/12 Biology) accessed the
bridging resource. 81% of Pharmacy students, and 96% of Pharmaceutical Science students that hadn't completed Biology in year 11/12 utilised
this resource.
Conclusion
Transition assistance within the biology discipline is crucial to support the students' university experience, up-skill students without foundational
Biology knowledge and improve overall student success. The bespoke Biology Bridging Resource ensures that students are up-skilled in a manner
that is aligned with their course curriculum and our findings demonstrate that such a resource is particularly utilised by those that lack a foundational education in Biology and international students.
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P0975 | 3D Virtual Lab: To motivate and enhance students learning and understanding of
pharmacology concepts
Lisa Bee Gek Tee 1; Curtis White 1; James Alex 2; Rima Caccetta 1
1
Curtin Medical School, Curtin University; 2School of Electrical Engineering, Computing and Mathematical Sciences
Background and aims
Pharmacology laboratory classes are diminishing world-wide, and, in some courses, have been completely removed. To fill the pedagogical gap for
deep understanding of complex drug action, the VitOOls Pharmacology team at Curtin Medical School has developed a virtual Lab to engage students in the study of how drugs affect human physiology.
This project aims to evaluate the usability of the VR Lab for teaching pharmacology. Specifically, to evaluate the benefits and challenges in using
the VR educational tool, and to determine aspects that needs further refinement.
Evaluation method
The evaluation was conducted in two phases. In phase 1, students undertaking the undergraduate pharmacology unit in the Bachelor of Biomedical Sciences course, was identified as an area that could benefit from the implementation of the VR Lab to supplement the pharmacology laboratory activities. In Phase 2, a one-on-one session was conducted with students and teaching team in a usability study using the system usability
scale (SUS) [1] and emotional response evaluation (ERE) assessment [2].
Result and Discussion
The SUS quantitative data indicated a usability score that corresponded to a marginally acceptable usability score (55.6). The ERE data reinforced
the positive user sentiment and revealed the most apparent pain points of the virtual lab prototype (Table 1). Some users who were not familiar
with the use of VR headset had difficulty using the VR controller.
Conclusion
Users acknowledged the learning outcome benefits of the virtual lab including its engagement, repeatability, accessibility advantages, and lower
ethical constraints. Users perceived the VR lab to be entertaining and effective as a learning tool, yet they often encountered hardware and software performance issues that broke their immersion. All negative user perception and limitations seen during this study appear to reflect the
media that the 3D virtual lab was built upon, rather than result from the learning method itself. These limitations can now be addressed and rectified in future development of the VitOOls virtual lab.
References
1. Bangor, A., Kortum, P., & Miller, J. (2009). Determining what individual SUS scores mean: Adding an adjective rating scale. Journal of usability
studies, 4(3), 114-123. https://uxpajournal.org/determining-what-individual-sus-scores-mean-adding-an-adjective-rating-scale/
2. Faust, F. G., Catecati, T., De Souza Sierra, I., Araujo, F. S., Ramírez, A. R. G., Nickel, E. M., & Gomes Ferreira, M. G. (2019). Mixed prototypes for
the evaluation of usability and user experience: simulating an interactive electronic device. Virtual Reality, 23(2), 197-211.
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P0976 | Comparative assessment of the knowledge, attitude, and practice of
Pharmacovigilance among Medical, Pharmacy and Nursing university undergraduates in SouthWest Nigeria
Joseph Fadare 1,2; Theophillus Adegbuyi 2; Gbola Olayiwola 4; Ayobami Olusola 3; Ebisola Araromi 1; Juliet Olayinka 1; Iyanu Bankole 2
1
Department of Pharmacology and Therapeutics, Ekiti State University College Of Medicine; 2Department of Medicine, Ekiti State University Teaching
Hospital; 3Department of Pharmacology and Toxicology, Faculty of Pharmacy, Federal University, Oye-Ekiti, Nigeria; 4Department of Clinical Pharmacy
and Pharmacy Administration, Faculty of Pharmacy, Obafemi Awolowo University
Background
Adverse drug reactions (ADRs) are common problems associated with medication use and is associated with increased morbidity and mortality.
Spontaneous reporting of ADR is one prominent way of monitoring and preventing further occurrence of ADR. However, there is strong evidence
of inadequate reporting of ADRs by healthcare workers worldwide. Among the reasons for under-reporting, lack of adequate exposure to pharmacovigilance education during undergraduate education stands out. This study assessed the knowledge, attitude and practice of ADR reporting
among medical, nursing, and pharmacy students in selected tertiary institutions in South-West Nigeria.
Methods
A descriptive cross-sectional study was conducted among 4th and 5th year undergraduate students of Nursing and Pharmacy and students
between 4th and 6th year in Medicine from five Nigerian universities between October and December 2021. Convenience sampling was done
among students in the final two years in Nursing and Pharmacy and three years in Medicine programs. A pre-tested questionnaire was developed
by the authors based on extensive literature search for similar studies with necessary modifications done to cater for the study setting. The
knowledge aspect of the instrument was scored (/10) to enable quantitative assessment while frequencies and proportions were used to assess
attitude and practice. Ethical approval was obtained before commencement of the study.
Results
A total of 711 undergraduates comprising of 345 medical, 262 pharmacy and 104 nursing students completed the survey with a mean age of
24.6 years. Medical students (3.09/10) had the highest knowledge score, followed by nursing students (2.37/10) and pharmacy students
(2.03/10). More nursing students (63.5%) had observed ADRs during their training than pharmacy (29.5%) and medical students (17.1%). The
ADR reporting form (yellow form) is known to pharmacy students (30.2%) in comparison to nursing (19.2%) and medical students (15.2%). Pharmacy students (25.5%) had more training in reporting ADRs than nursing students (18.4%) and medical students (14.5%). Nursing students
(73.1%) felt more prepared to report ADRs than pharmacy (28.8%) and medical students (17.1%) respectively. Majority of respondents supported
the establishment of pharmacovigilance units in all healthcare facilities.
Conclusion
The knowledge and practice of undergraduate students of medicine, pharmacy and nursing about ADR and its reporting was poor. While medical
students showed a bit of theoretical knowledge, nursing students seem to have more practical experience regarding observation and reporting.
There is need to update the curriculum of these disciplines in the area of pharmacovigilance especially its practical aspects.
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P0977 | Digital learning in medical student teaching and learning of prescribing skills and
therapeutics
Lelia Bissell; Naomi Burns; Tim Vincent; Michael Okorie
Brighton And Sussex Medical School
Background and aims
Prescribing of medicines is a complex, and high-risk clinical skill, and is one of the most common patient-facing healthcare interventions (1). Graduating medical students have expressed a lack of preparedness in the prescribing of medicines (2, 3).
It is crucial that the skill of prescribing is developed during the undergraduate medical course in an attempt to produce safe, effective and responsible prescribers. At Brighton and Sussex Medical School, students are exposed to practical prescribing by way of a digital learning platform called
SmartDrug.
Summary of work and outcomes
BSMS SmartDrug is a digital learning resource that is utilised in the clinical years of the undergraduate medical curriculum, and was developed to
contextualise the learning of core drugs for medical students. The core drugs are embedded within SmartDrug scenarios, which are mapped to
clinical rotations. As the student progresses through the clinical scenarios they have to make therapeutic decisions and there is an opportunity for
them to learn more about the drug.
More recently, electronic prescribing (My Prescribing) was incorporated into SmartDrug to enable medical students to practise practical prescribing. The completed prescriptions are reviewed and verified by a suitably qualified experienced prescriber. My Prescribing aims to prepare medical
students for the UK national Prescribing Safety Assessment (PSA) and prescribing in the foundation years of clinical practice.
Since its introduction SmartDrug has received positive student feedback.
Discussion
SmartDrug is delivering on improving and contextualising the learning around safe and effective medicines use for medical students. My Prescribing is a significant step forward within SmartDrug, in the development of practical prescribing skills and preparing the future generation of prescribers. The next step is to collate student feedback on My Prescribing and assess its utility in improving confidence and competence in practical
prescribing.
Conclusion
SmartDrug, together with the new development My Prescribing, might help improve the teaching and learning of clinical practical prescribing skills
of medical student on graduation. As healthcare delivery develops digitally, it is important to produce a future workforce with the appropriate prescribing skills as this will lead to improved patient outcomes.
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References
1. https://digital.nhs.uk/data-and-information/areas-of-interest/prescribing
2. Brinkman et al. Br J Clin Pharmacol. 2018 Apr;84(4):615-635
3. Kennedy et al. Br J Clin Pharmacol. 2019 Oct;85(10):2390-2398
P0978 | Lumbriculus variegatus as a novel in vivo model for studying drugs of abuse within
educational settings
Aidan Seeley; Julanta Carriere; Caitlin Bellamy; Lisa Wallace
Swansea Worm Integrative Research Laboratory (SWIRL), Swansea University
Introduction
Ethanol and nicotine contribute to the global health burden. These compounds have demonstrated dose-dependent motor impairment in man
and in other animals, such as the invetebrates, Drosophila, and C. elegans [1]. Here we demonstrate that ethanol and nicotine produces rapid inhibition of free, unstimulated, locomotor activity and stereotypical behaviours of L. variegatus and their applicability for use as a teaching tool for
in vivo pharmacology.
Methods
Stereotypical movements were recorded following tactile stimulation of anterior and posterior regions before ethanol or nicotine exposure, after
10-minute exposure to ethanol (0-500 mM) or nicotine (0-1 mM), and 10 minutes and 24 hours after removal of drug compounds and subsequent
incubation in pondwater using methods previously described [2]. Unstimulated free locomotion was measured by rapid image collection of
L. variegatus under the same conditions. Statistical significance was determined by paired t-tests or a two-way ANOVA.
Results
After exposure to 250 mM or 500 mM ethanol, L. variegatus display a rapid inhibition of free locomotion by 35.6 ± 6.5% at 250 mM (p = .02,
n = 11) and 33.1 ± 8.7% at 500 mM (p = .03, n = 11) after just two minutes with no toxicity was observed even after 24 hours continous exposure (p > .05, n = 6). Ethanol significantly inhibited stereotypical body reversal (p = .008, n = 8) and helical swimming movements (p = .008,
n = 8) at 250 mM, with similar results observed in L. variegatus exposed to 500 mM ethanol. Exposure resulted in no significant difference in ability to perform these movements following removal of ethanol and incubation in pondwater (p > .05, n = 8). Similar effects are observed following
exposure to nicotine, with 0.1 mM nicotine significantly inhibited body reversal (p < .05, n = 8) and helical swimming stereotypical movements
(p < .01, n = 8. Additionally, free locomotion was inhibited by 91.0 ± 2.4% (p < .0001, n = 8), with effects being reversible following removal of
nicotine and incubation in pondwater (p > .05, n = 8).
Conclusions
This work demonstrates the concentration-dependent effects of ethanol and nicotine on L. variegatus behaviour, and as L. variegatus can be used
without the need for specialised equipment, this showcases this in vivo model as an ideal tool for teaching in vivo pharmacology.
References
1. Paule MG. Animal Models and the Cognitive Effects of Ethanol. In: Levin ED, Buccafusco JJ, eds. Animal Models of Cognitive Impairment. Frontiers in Neuroscience. CRC Press/Taylor & Francis; 2006. Accessed November 4, 2022. http://www.ncbi.nlm.nih.gov/books/NBK2523/
2. Seeley A, Bellamy C, Davies NA, Wallace MJ. Lumbriculus variegatus: A novel organism for in vivo pharmacology education. Pharmacol Res Perspect. 2021;9(5):e00853. https://doi.org/10.1002/prp2.853
P0979 | Formulation and evaluation of Tinospora cardifolia Transdermal Patches
B. Deepika
St Pauls College Of Pharmacy
Introduction
The purpose of the study was to prepare Transdermal patches containing extract of Tinospora cardifolia (Tce) to achieve a controlled transdermal
drug delivery system.
Tinospora cordifolia is an herbal plant which is widely used to improve the scavenging action of the polymorphonuclear cells and macrophage thus
help in healing process like growth factor activation, angiogenesis and granulation tissue formation.
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Methods
Tce patches were prepared by solvent casting technique using Dibutyl phthalate (5%) as backing membrane, HPMC, propylene glycol (3%), were
employed in drug reservoir layer. Eudragit RS100 was used to prepare a rate-controlled membrane, which was casting over the drug reservoir
layer. Formulated patches were evaluated for physicochemical properties, organoleptic characters, weight variation, thickness, flatness, folding
endurance, moisture content uptake, water vapor transmission rate, content uniformity, tensile strength, swelling index, percentage erosion and
compatibility studies like Fourier transform infrared spectroscopy, X-ray diffraction, differential scanning calorimetry, scanning electron microscopy, and skin irritation test.
Results and Discussion
All the batches of transdermal patch showed thickness variation range from 0.12 to 0.20 mm, tensile strength and % elongation in uniform range
from 16 to 22 and 17.5 to 22.5, respectively,
Batch F1 shown fast release of drug (101.26% at 8 h) from patch due to burst effect and also more solubility in water. So batch F1 was also
eliminated.
Conclusion
In vitro dissolution and ex vivo permeation studies were performed in phosphate buffer (pH 7.4) solution. Formulation F6 was optimized to
achieve controlled drug release (92.14%) and high flux value (554.38 μg/cm2 h). Optimized formulation (F6) follows zero-order kinetics (0.9623)
with non-Fickian diffusion (0.938).
Reference
1. Abdullah Hafiz Muhammad, Farooq Muhammad, Adnan Sherjeel, Masood Zeeshan, Saeed Muhammad Asad, Aslam Nazia & Ishaq Wafa, Development and evaluation of reservoir transdermal polymeric patches for controlled delivery of diclofenac sodium, Springer, 2022. https://doi.org/10.
1007/s00289-022-04390-0, 1, 26.
P0980 | Teaching about ethnic variabilities in pharmacokinetics
Shola Olafuyi; Rakesh Patel; Jennifer Koenig
University of Nottingham
Background and aims
It is unrealistic to expect the same pharmacokinetic (PK) outcomes from pharmacological interventions for many reasons. In particular, one's ethnicity is sometimes given as one of the reasons for the variabilities observed in PK and this has been reflected in some treatment guidelines
although this is being challenged. How this subject is taught in HE is therefore important for knowledge formation among medical and life science
students.
Summary of work and outcomes
Our recent investigation on this subject revealed that nearly 70% of published research investigating ethnic differences in PK found none. In the
studies that found differences in PK, the most common reason suggested was linked to the genetic differences between ethnic groups though
there was no particular genotype of PK relevance that was exclusively reported in specific ethnic groups [1]. Combining this finding with observations from the genetics education research literature led us to adapt our teaching resources on variabilities in PK. We evaluated the impact our
teaching resource had on students' perception of the impact of ethnicity on PK variabilities. The evaluation of this teaching resource among students revealed that students' perceptions of the subject shifted following our teaching intervention.
Discussion
Pursuing this subject prompted us to re-evaluate our own thinking about variabilities in PK. We believe that while teaching the subject of variabilities in PK, educators should avoid linking specific genotypes associated with PK processes to a specific ethnic group, since the occurrence of
genotypes of PK relevance is not observed in an entire ethnic group. Rather, the direct causes of variabilities such as genetic polymorphisms, diet,
and lifestyle should be addressed directly as these cut across different ethnicities.
Conclusion
We have successfully used an evidence-led approach to create a teaching resource and evaluated the impact on students learning.
Reference
1. Olafuyi O, Parekh N, Wright J, Koenig J. Inter-ethnic differences in pharmacokinetics-is there more that unites than divides? Pharmacol Res
Perspect. 2021 Dec;9(6):e00890. https://doi.org/10.1002/prp2.890
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P0982 | “Pharmacotherapy Study Club” for undergraduate medical student
Riana Rahmawati; Yanasta Yudo Pratama; Marlina Anggraeni
Universitas Islam Indonesia
Background and aims
When medical students graduated as doctors, prescribing was one of the areas in which they felt less prepared (1). There is a need to develop
innovative teaching methods in pharmacotherapy and the use of medicine (2). Pharmacotherapy Study Club (PSC) is a new program in the Faculty
of Medicine Universitas Islam Indonesia that was designed to improve the prescribing skills of medical students.
Summary of work
The PSC program was launched in November 2022, involving 106 medical students (third year) who took a course namely “Problems in Pediatrics”. The PSC team involved general practitioners and pharmacology lecturers. Before running the program, a sharing session with an expert on
pharmacology teaching, clinician, and the PSC team was undertaken to formulate the PSC activity form and identify the critical steps for preparation, implementation, and the evaluation phase. Eight lecture assistants were included to deliver the program. A two-day instructor training was
held to prepare them. During the training, the assistants were asked to complete some prescribing tasks based on the clinical scenario and discuss
the tasks with the PSC team.
One lecture assistant is responsible for handling the PSC program for 6–10 students. There were two sessions of PSC, with a duration of two
hours per session. The program was offered for students who failed (had a score less than 60) in the main prescribing exam. At the end of the first
session, students were asked to complete the evaluation questionnaire.
Results/Discussion
Out of 185 medical students, 106 joined the first PSC session, and 18 students joined the second session. The prescribing exam score significantly
increased after the PSC sessions compared to the score obtained before the intervention (Table 1).
Generally, medical students perceived the PSC program as well planned and organized. The role of lecture assistants was well appreciated
(Table 2). The PSC was deemed a fun, interesting, and useful program.
Conclusions
Pharmacotherapy Study Club increases the prescribing exam score. As a learning method, this program could be incorporated into the pharmacology practicum. Lecture assistants played a crucial role in delivering the PSC program and should be adequately trained.
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P0983 | Developing Framework for Integrating Pharmacology in a Medical Curriculum
Katerina Venderova
Kaiser Permanente Bernard J. Tyson School Of Medicine
Background and aims
Pharmacology is typically perceived as challenging, especially when not presented in clinical context. Our goal is to develop a cohesive framework
for integrating and spiraling basic and clinical pharmacology throughout the inaugural medical curriculum. We aim to leverage pharmacology to
integrate content of the biomedical and clinical sciences and to apply knowledge from other curricular elements, including impact of social determinants of health (e.g., socioeconomic status, age, language, race, gender) on treatment outcomes, race-based medicine, ethics, or interprofessional collaboration.
Summary of work and outcomes
Pharmacology is primarily introduced in five Integrated Science (IS) courses that span across the first three years of curriculum. It includes both
basic pharmacology (pharmacodynamics, pharmacokinetics, pharmacogenomics), and clinical pharmacology (treatment guidelines, contraindications, drug formulations, adverse effects, adherence). Majority of IS sessions utilize case-based learning (CBL) approach (learners presented with a
clinical case, a problem to be solved, and a set of learning objectives with a measured outcome).
The clinical cases are designed in collaboration between biomedical, clinical and health systems faculty. At minimum, our goal from the pharmacology perspective is that:
1.
2.
3.
4.
In all cases, differential diagnosis includes drug-related etiology (e.g., presenting symptoms due to adverse drug reaction).
Patient management plan is in-line with evidence-based treatment guidelines.
The rationale for choosing a specific drug class is linked to etiology or pathophysiology (whenever possible).
The adverse effects are presented in the context of mechanism(s) of drug action and/or pharmacokinetics, and linked to physiology (whenever possible).
5. Cases provide opportunity to discuss how social determinants of health may impact treatment (e.g., the choice of treatment, patients' access
to care, or treatment adherence).
In addition, some of the clinical cases:
1. Emphasize basic pharmacodynamic and pharmacokinetic principles and how they govern clinical decisions.
2. Address how basic sciences inform the choice of pharmacotherapy in specific patient populations (advanced age, children, pregnant patients,
or patients with comorbidities).
3. Provide opportunity to highlight biomedical research, and the importance of interprofessional collaboration.
Discussion
The inaugural curriculum launched in July 2020 with the first cohort of 50 students. We are currently developing curriculum for third-year students. Accomplishments include development of critical thinking and holistic approach towards patients. Challenges include increased demands
on faculty time when developing the sessions in a collaborative manner.
Conclusion
We have successfully developed an innovative integrated medical curriculum. Adopting our key principles, pharmacology can successfully serve
as a bridge integrating biomedical and clinical science.
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