Innovative teaching in pharmacology learning for medicine students

Authors

  • Álvaro Vallejos Narváez Fundación Universitaria de Ciencias de la Salud (FUCS). Bogotá, Colombia
  • Sergio Iván Latorre Fundación Universitaria de Ciencias de la Salud (FUCS). Bogotá, Colombia
  • María Paula Ávila Fundación Universitaria de Ciencias de la Salud (FUCS). Bogotá, Colombia
  • Camilo Andrés Ruano Fundación Universitaria de Ciencias de la Salud (FUCS). Bogotá, Colombia
  • Sebastián Maldonado Arenas Fundación Universitaria de Ciencias de la Salud (FUCS). Bogotá, Colombia
  • Johan Sebastián Merchán Fundación Universitaria de Ciencias de la Salud (FUCS). Bogotá, Colombia
  • Sergio Alejandro Valdés Fundación Universitaria de Ciencias de la Salud (FUCS). Bogotá, Colombia
  • Germán Latorre Montoya Fundación Universitaria de Ciencias de la Salud (FUCS). Bogotá, Colombia

DOI:

https://doi.org/10.51987/Rev.Hosp.Ital.B.Aires.v36i3.661

Keywords:

pharmacology, learning, medical students, teaching methods

Abstract

Introduction: pharmacology is fundamental in the medical training. As theoretical classes hardly motivate students. This has led to include strategies that arouse interest. Methods: class syllabus, partnership working and informal activities by student tutors (clinical cases, crosswords, ”cubo mágico”, “stop”, “parejas perfectas”, ”memoria al límite”, “encápsulate”, “ritmo y fila”, “ruleta”, “sopa de letras”, ”cadeneta”, “concentrese” and brain storming) were used in tutoring classes to help students in the pharmacology learning process. Questionnaires were used to collect feedback from students about tutorials. Results: the questionnaire was given to 37 students. 65% of them agreed on the positive impact the classes had on their learning; 40.5% found positive correlation between the tutoring classes and finals results; 62% referred that tutoring classes helped them defining how to match symptoms and drugs; 72.9% would recommend other students to attend the tutoring classes. Between 24.3% and 48.6% of the students, depending on the methods used, rated the experience as “excellent”. Discussion: the experience regarding the use of new didactic methods was exposed. It encouraged students to approach pharmacology and it helped them improving their knowledge about the discipline through non-academic activities. Students reported that learning become easier during tutoring classes thanks to the informal context and informal relationship with the tutor

 

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Published

2016-09-30

Issue

Vol. 36 No. 3 (2016): Revista del Hospital Italiano de Buenos Aires

Section

Medical Education

License

Copyright (c) 2016 Revista del Hospital Italiano de Buenos Aires

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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

How to Cite

1.
Vallejos Narváez Á, Latorre SI, Ávila MP, Ruano CA, Maldonado Arenas S, Merchán JS, et al. Innovative teaching in pharmacology learning for medicine students. Rev Hosp Ital B.Aires [Internet]. 2016 Sep. 30 [cited 2026 Aug. 21];36(3):100-6. Available from: https://ojs.hospitalitaliano.org.ar/index.php/revistahi/article/view/661

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