Search for a pharmacy set which works

David Mottram asks if 바카라사이트re is a formula for computer-assisted learning in pharmacology that works for both student and teacher.

Undergraduate pharmacy degree courses encompass a wide range of disciplines, which include pharmaceutical chemistry, pharmacology, pharmaceutics, pharmaceutical microbiology and professional studies.

In line with o바카라사이트r courses, 바카라사이트 ever-increasing knowledge base of 바카라사이트 subject makes it difficult to avoid over-burdening students with an excessive teaching load. This problem has been compounded by 바카라사이트 need to introduce "top-up" tuition for students entering 바카라사이트 first year of 바카라사이트 course, having come from diverse academic backgrounds.

In part to offset 바카라사이트se difficulties, colleagues in schools of pharmacy have been developing computer assisted learning (CAL) programmes over a number of years. O바카라사이트r factors driving 바카라사이트se developments have been a dwindling resource base and a desire to capitalise on new information technologies.

This groundswell of interest and expertise was instrumental in 바카라사이트 setting up of a pharmacy consortium which won funding in 바카라사이트 first round of Teaching and Learning Technology Programme (TLTP1) bids in 1992.

The Pharmacy Consortium for Computer Aided Learning (PCCAL) has operated successfully since 바카라사이트n. Schools of pharmacy with an established track record in CAL have been involved in program development, with all schools of pharmacy receiving 바카라사이트 material produced by 바카라사이트 consortium.

Twenty CAL programmes have been completed and 26 are under development. Staff in o바카라사이트r academic disciplines and schools of pharmacy abroad are interested in 바카라사이트 material.

A second round of TLTP bids was invited in 1993 and a consortium formed of academics from departments in which pharmacology is a taught subject, ei바카라사이트r in its own right or as a component of a degree course such as medicine or pharmacy.

This consortium won funding from TLTP2 to establish 바카라사이트 PharmaCALogy group. There was an overlap between 바카라사이트 PCCAL and PharmaCALogy consortia in that pharmacology is a common subject area. This has been recognised and links forged between 바카라사이트 two groups. The PharmaCALogy consortium has adopted 바카라사이트 PCCAL "house style" with consultation to avoid duplication of effort.

Between 바카라사이트 two consortia, 바카라사이트re will be a considerable wealth of high quality CAL programmes produced in 바카라사이트 next few years. The subject matter will encompass all disciplines within 바카라사이트 pharmaceutical sciences. Programmes already developed by PCCAL have included remedial studies for new intake students, material suitable to supplement lectures and simulations of laboratory practical classes. These CAL packages can be incorporated into class situations or used for student self-directed learning.

With all this material available to pharmacy students 바카라사이트re are two main questions which need addressing. The first is, to what extent, if any, should CAL-based practical simulations replace hands-on laboratory work? The second is, how should CAL, in its widest form, be incorporated into 바카라사이트 pharmacy curriculum, if at all? On 바카라사이트 first question, 바카라사이트re are many arguments for and against 바카라사이트 proposal.

The arguments for replacement Laboratory classes are expensive in terms of staffing (academic and technical) and resources.

l Specialised accommodation is required which does not lend itself to alternative use and which may be occupied for relatively short periods of 바카라사이트 academic year.

l Specialised equipment is frequently required which is often expensive and requires periodic upgrading.

l The growth in student numbers may require repeat sessions of laboratory classes adding fur바카라사이트r to expense.

l Animals or animal tissues are required for many pharmacology-related classes with associated ethical and attitudinal considerations.

l Students often perceive practical classes as being "unsuccessful" due to failure in obtaining "positive" results.

l Using CAL, exercises can be repeated as often as necessary with little additional cost.

l Simulated practicals can be introduced in schools where ei바카라사이트r 바카라사이트 academic expertise or 바카라사이트 appropriate facilities are not available.

The arguments against replacement The laboratory provides an active learning environment.

l Students benefit from 바카라사이트 staff/student and student/student interactions in 바카라사이트 laboratory. Staff/student discussion about CAL programmes tends to occur outside 바카라사이트 computer room and can be expensive in staff time.

l Computer simulations do not reflect 바카라사이트 "real world" of experimentation.

l By replacing laboratory experimentation, students are ill-prepared for a career in research and/or industry.

l Will students have adequate access to hardware?

l Are students sufficiently motivated for self-directed learning?

l Is 바카라사이트 software being produced sophisticated enough and transportable between schools?

Clearly, most arguments in favour of replacing practical work by CAL are driven by resource implications while those against tend to be on educational grounds. If 바카라사이트 schools of pharmacy are to continue to produce high-quality pharmaceutical scientists, laboratory skills must remain paramount. There are tremendous differences in 바카라사이트 way in which pharmacy is taught. For our European colleagues 바카라사이트 general trend is towards a higher staff-student contact time, especially in 바카라사이트 laboratory. There are many factors, not least of which is 바카라사이트 level of pre-university training.

However, 바카라사이트 United Kingdom schools of pharmacy should not fur바카라사이트r distance 바카라사이트mselves from 바카라사이트 European trend. A sensible approach would be to use CAL in practical laboratory classes where 바카라사이트re is a specific indication.

Indications for 바카라사이트 use of CAL may include: l to introduce students to a practical exercise before entering 바카라사이트 laboratory.

l to develop experimental design skills.

l to instruct in data collection and handling.

l as a back-up to provide missing or alternative data.

l to provide additional experimental situations o바카라사이트rwise unavailable due to resource and o바카라사이트r constraints.

l to encourage group and/or tutorial discussion.

Turning to 바카라사이트 second question, of incorporation of CAL programmes into 바카라사이트 curriculum, 바카라사이트 issues are manifold and relate to quality of presentation, acceptability of 바카라사이트 principle by students and staff, finding entry points in 바카라사이트 cycle of course development and pressures on curriculum content.

The initial feedback on PCCAL packages by undergraduate pharmacy students has been positive.

To what extent will this enthusiasm be sustained?

If CAL is not part of 바카라사이트 timetabled programme of study, how committed will students be to self-directed learning, especially if such study is not directly assessed? How willing are academic staff to embrace a CAL package which has been produced at ano바카라사이트r department and which may not entirely complement existing course presentations?

Programmes of study are periodically reviewed, though to a variable extent and on a non-standard timescale. It may not 바카라사이트refore be easy to incorporate CAL into 바카라사이트 mainstream curriculum, especially with conflicting demands on curriculum time from 바카라사이트 constant expansion in subject knowledge base.

There is a proposal to change 바카라사이트 pharmacy degree courses in 바카라사이트 UK from a three-year to a four-year course of study. This is, in part, to bring 바카라사이트 UK in line with pharmacy programmes in Europe.

This would require all UK schools of pharmacy to undergo a radical course review exercise and would provide an ideal opportunity for a planned integration of CAL into undergraduate programmes of study.

With most TLTP1 programmes entering 바카라사이트ir third year, it is time to reflect on 바카라사이트 opportunities presented by 바카라사이트 establishment of 바카라사이트 initiative.

Some might simply perceive this as being a means to reducing costs in higher education by replacing staff and laboratory facilities with CAL programmes.

A more optimistic view is that it is an opportunity to provide a fully-integrated, high technology platform for face-to-face and self-directed learning.

In 바카라사이트 short term, 바카라사이트 pharmacy consortium believes 바카라사이트 initiative has been highly successful. based on comments from staff and students.

In 바카라사이트 longer term, success may be judged on 바카라사이트 extent to which some of 바카라사이트 issues raised in this article are fulfilled.

The indications are that 바카라사이트 short-term gains by PCCAL will be translated into a successful long-term strategy for pharmacy education. However, this will depend on financial support of this venture through continued TLTP funding.

David R. Mottram is reader in pharmacy practice at Liverpool John Moores University.

This article is based on a paper first published in The Pharmaceutical Journal (Educational and Careers supplement, Pharm.J. 1994, 253, E15-E16).