Methods and Findings in Experimental and Clinical Pharmacology
Vol. 25, Suppl. A, 2003
ISSN 0379-0355
Copyright 2003 Prous Science, S.A.
CCC: 0379-0355/2003
http://www.prous.com

The Practice-Teaching Situation of Pharmacology in Spain

M.V. Clos

Universitat Autònoma de Barcelona, Barcelona, Spain

One of the primary objectives of the Teaching and Training Group of the SEF was to propose a basic pharmacology syllabus for the different degrees offered. Analysis of these syllabuses showed that even though a large number of common themes existed, the time invested in teaching each syllabus varied greatly. Furthermore, a series of additional themes existed in a minority of the syllabuses analyzed. If the lecture syllabuses present a certain degree of diversity, is there any doubt that this diversity makes the analysis and the establishment of a basic laboratory syllabus difficult? This great diversity in laboratory syllabuses is determined by a series of factors such as the number of students, the number of professors and the budget. Another factor is the traditional application of certain laboratory syllabuses according to the investigative training of their professors as well as the instrumental possibilities of the department itself. Thus, our objective has been limited to the analysis of a sample of approximately 50% of the different laboratory syllabuses in Pharmacy¹, Medicine², Dentistry³ and Veterinary Science⁴ degrees. This objective was two-fold: first, to evaluate the types of laboratory activities that are developed in the different degrees and, second, to determine new ways of applying these laboratory syllabuses to improve the quality of laboratory teaching in our discipline.

The first point taken into account was the average percentage of laboratory content in the distinct degrees. The Schools of Medicine showed the greatest proportion of laboratory teaching, with 49.86% ± 2.7% (mean ± SD) of the total assigned credits for Pharmacology. While a certain diversity in terms of the number of laboratory credits existed in the different schools (6.5-3), the percentage of laboratory content showed great homogeneity. Concerning the other degrees, the highest percentage was in Veterinary Science (33.6% ± 5.18%), followed by Pharmacy (30.6 ± 6.4) and Dentistry (24.9% ± 7.8%). All of them showed a greater deviation than that obtained in the Schools of Medicine.

In order to analyze the different laboratory syllabuses, we grouped the contents into the following categories: laboratory classes; seminars; computer or simulation programs; cases (problem-base learning and clinical cases); and performance of work. Content distribution of the distinct syllabuses using this classification is shown in Figure 1. As shown, Veterinary Science and Pharmacy have the greatest number of laboratory classes (42% and 33%, respectively). Nevertheless, not all of them imply the use of laboratory animals. Hence, these animals represent, in Veterinary Science, approximately 58% of the laboratory classes, whereas in the Pharmacy degree, laboratory animals constitute a greater percentage (75%).

FIG. 1. Content distribution of the distinct syllabuses in function of their categories.

The teaching of seminars constitutes another important category within laboratory syllabuses. Taking all of the syllabuses of all of the degrees into account, seminars constitute the category with the greatest specific weight. The greatest percentage of seminars was in the Dentistry degree (68.7%), followed by Medicine (50.8%), Veterinary Science (39.5%) and Pharmacy (25%). Regarding new techniques available in the teaching of pharmacology, it is worth noting the use of simulations or computer programs. This type of laboratory teaching currently constitutes 17% of laboratory syllabuses, however, as seen in Figure 1, the Schools of Pharmacy show the greatest use of computer programs (37%). Another category of interest is the development of cases (problem-based learning or clinical cases) in laboratory syllabuses, with the Medicine degree presenting the greatest percentage of this type of teaching (22.5%). Finally, the performance of work, in terms of review or investigation, is the category with the least proportion in all of the degrees, which in general terms represents 2.3% of the total of all of the syllabuses analyzed.

Though seminars seem to be, in general, the most frequently used system in laboratory syllabuses, the introduction of new technologies, the use of computer programs and the Internet, as well as the elaboration of projects, which generate a more active and participatory attitude on the part of the students, leading to improved learning, has increased.

¹U. Valenica, U. Cardenal Herrera-CEU de Valencia, U. La Lagna, U. Complutense de Madrid, U. Granada, U. Alvcalá de Henares, U. San Pablo-CEU Madrid

²U. País Vasco, U. Alcalá de Henares, U. Málaga, U. Córdoba, U. Complutense de Madrid, U. de Murcia, U- Autònoma Barcelona

³U. Barcelona, U. País Vasco, U. Valencia, U. Salamanca, U. Santiago de Compostela, U. Alfonso X

⁴U. Córdoba, U. Cardenal Herrera-CEU de Valencia, U. Complutense de Madrid, U de Murcia, U. Las Plamas, U. Autònoma Barcelona

Methods and Findings in Experimental and Clinical Pharmacology Vol. 25, Suppl. A, 2003
ISSN 0379-0355 Copyright 2003 Prous Science, S.A. CCC: 0379-0355/2003 http://www.prous.com