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Introducción: Al realizar una primera aproximación al problema del aprendizaje de la Farmacología por la ausencia de estrategias didácticas efectivas, se ha observado como problema, que médicos practicantes reducen el proceso de prescripción a una práctica centrada en el fármaco, y dejan de lado el carácter diagnóstico y terapéutico centrado en el paciente. Objetivo: Analizar las diferentes estrategias didácticas aplicadas en el proceso enseñanza-aprendizaje de la Farmacología en la Educación Médica Superior. Material y Métodos: Se realizó una revisión a partir de bibliografía y documentación académicas que aporten a la investigación, mediante bases de datos especializadas (PubMed, EMBASE, LILACS y Web of knowledge). Resultados: El Aprendizaje Basado en Problemas o ABP es una metodología activa donde el estudiante interactúa, participa o construye su propio conocimiento a través del análisis crítico, búsqueda de soluciones, del pensamiento análogo, pero sobre todo, de su papel como centro del proceso de enseñanza-aprendizaje. Se reconoció el juego como una actividad entretenida, creativa y dinámica como también la aplicación en las aulas de clase del software educativo. Conclusiones: Se concluye que existe una gran diversidad de estrategias y metodologías que pueden aplicarse con éxito para el aprendizaje de la Farmacología pero que requieren un cambio estructural y curricular que apoyen su integración a la asignatura(AU)
Introduction: When carrying out a first approach to the problem of the learning of the Pharmacology for the absence of effective didactic strategies, it has been observed as problem that medical practitioners reduce the prescription process to a practice centered in the medicine, and they leave aside the diagnostic and therapeutic character centered in the patient. Objective: To analyze the different didactic strategies applied in the process teaching-learning of the Pharmacology in the Superior Medical Education. Material and Methods: it was carried out a revision starting from bibliography and academic documentation that contribute to the investigation, by means of specialized databases (PubMed, EMBASE, LILACS and Web of knowledge). Results: The Learning Based in Problems or ABP(in Spanish) is an active methodology where the student interacts, participates or builds their own knowledge through the critical analysis, search of solutions, of the similar thought, but mainly, of their paper like the center of the teaching-learning process. It was recognized the game like an amusing, creative and dynamic activity as well as the application in the classrooms of educational software classes. Conclusions: as conclusion in taken that a great diversity of strategies and methodologies that can be applied with success for the learning of the Pharmacology exists but that they require a structural and curricular change to support their integration to the subject(AU)
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Humans , Male , Female , Adolescent , Adult , Pharmacology/education , Teaching/education , Learning/ethics , Teaching Materials/standards , Evaluation Studies as Topic/methods , Test Taking Skills/methodsABSTRACT
Introduction: Anatomy is the base of medical science in India and is taught practically to all disciplines of undergraduate health sciences in the first year. It is an acknowledged fact that a basic knowledge of Anatomy is a prerequisite to learn any other branch of medicine. All medical professionals must have a basic knowledge of Anatomy so as to ensure safe medical practice. Traditionally Anatomy teaching consists of didactic lectures as well as dissections or prosections as per the requirement of the course. Lecture is defined as an oral discourse on a given subject before an audience for purpose of instruction and leaning. In the traditional method lectures were taken via chalk & board, but nowadays power point presentations are increasingly being used. To make Anatomy learning both pleasant and motivating, new methods of teaching gross anatomy are being assessed as medical colleges endeavour to find time in their curricula for new content without fore-going fundamental anatomical knowledge. This paper examines the other teaching methodologies for teaching gross anatomy. Conclusion: Proper utilization of newer technologies along with the traditional teaching methods will certainly lead to enhanced understanding of gross anatomy and will ultimately improve students’ performance.
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Abstract: The purpose of this paper is to evaluate the Mongolian traditional methods of teaching as well as multimedia teaching and suggest other useful teaching methods that can be attempted in imparting knowledge to the students. Basically teaching must include two major components sending and receiving information. Ultimately, a teacher tries his best to impart knowledge as the way he understood it. So, any communication methods that serve this purpose without destroying the objective could be considered as innovative methods of teaching. The use of innovative method in educational institutions has a potential not only to improve education, but also to empower students, strengthen governance and galvanize the effort to achieve the human development goal for the country.Aim: Introduces importance of Pharmacy English andDevelop innovative teaching methods.Introduction: Education is a light that shows the mankind the right direction to surge. In academia over 50% of all research is published in English. (In some science fields virtually all studies are published in English) The language of business, technology, science, the internet, popular entertainment and sports. So these facts estimate how important the English is. 93% of the employees say English is required for potential career promotion.We have to convert English into sport and learning process has to generate interest in students and motivate them to stay back in the institution than run away from it. Education should become fun and a thrill to them rather than burden and boredom. It is an integral part of their growth and helps them to become good citizens.Methods and Materials: Communicative teaching methods (CTM), presentation practice production (PPP), Cognitive Code Approach (CCA), Situational Approach(SA),survey,examination And Acrosssltimedia resources and teaching experiences of various fields.Conclusion: Across the world information technology is dramatically altering the way students; faculty and staffs learn. Researchers recommend that the teaching would be highly effective if the teacher start to use recent multimedia technology and various teaching methods to make the lesson more effective and language learning as fun.References:• Agnew, P.W.,Kelleman, A.S & Meyer. J. (1996)Multimedia in the classroom, Boston: Allyn Bacon.• Ganzorig. D Professional English For Pharmacists(2012)• BPP (2001) Success in your Research project• Toe, R &Wong, A (2000) Does problem based learning Create A Better Student: A Reflection? A Paper presented at the 2nd Asia Pacific Conference on Problem-Based learning: Education Across Discipline, December 4-7, 2000 in Singapore.• Lippincott Williams &Wilkins, a Wolters Kluwer (2009) English for Pharmacy writing and oral communicationInternational Journal of pharmacy teaching & Practices 2013, Vol.4 Issue 1, 442-446 Awareness of Pictograms among the Undergraduate Pharmacy Students in a Pharmacy College in Karnataka, India: A Preliminary study
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@#Action oriented teaching is to train a person's comprehensive vocational ability for the teaching goal, widely used in vocational education field. In the rehabilitation of specialized curriculum teaching method using orientation, not only can stimulate inner motivation in students to cultivate students' comprehensive analysis ability and developing thinking ability, but also help students' comprehensive ability and quality of career.
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Objective:To compare the effects of different methods through applying five teaching methods in kidney disease teaching.Method:29 students of seven-year-training project of Grade 2001 of Nanjing Medical University are teaching objects.Results: Clinical thinking training and case report teaching get better general evaluations.Conclusion:Using different methods of teaching in different courses can get better effects.