Abstract
Implementing integrated antimicrobial pharmacology education effectively is challenging but necessary since students struggle with comprehending infectious disease therapeutics. Despite its importance, the literature is lacking in best practices to teach integrated antimicrobial information across the preclinical curriculum. At the University of Central Florida College Of Medicine, we reviewed our revised antimicrobial preclinical curriculum to assess where, when, and how critical content was presented. Our results suggest that effective integration of antimicrobials requires collaborative design and implementation by multidisciplinary basic science and clinical faculty, appropriate scaffolding, clinically integrated assessments, and diverse pedagogies that facilitate learning of clinically relevant pharmacology.
This is a preview of subscription content, log in via an institution to check access.
References
Faingold CL, Dunaway GA. Teaching pharmacology within a multidisciplinary organ system-based medical curriculum. Naunyn Schmiedeberg’s Arch Pharmacol. 2002;366(1):18–25.
Candler C, Ihnat M, Huang G. Pharmacology education in undergraduate and graduate medical education in the United States. Clin Pharmacol Ther. 2007;82(2):134–7.
Norman G. Teaching basic science to optimize transfer. Med Teach. 2009;31(9):807–11.
Schmidt H. Integrating the teaching of basic sciences, clinical sciences, and biopsychosocial issues. Acad Med. 1998;73(9):S24–31.
Kwan C-Y. Learning of medical pharmacology via innovation: a personal experience at McMaster and in Asia. Acta Pharmacol Sin. 2004;25(9):1186–94.
Karpa KD, Vrana KE. Creating a Virtual Pharmacology Curriculum in a Problem-Based Learning Environment: One Medical School’s Experience. Acad Med. 2013;88(2):198–205.
Pulcini C, Cua E, Lieutier F, Landraud L, Dellamonica P, Roger PM. Antibiotic misuse: a prospective clinical audit in a French university hospital. Eur J Clin Microbiol Infect Dis. 2007;26(4):277–80.
Azeem M, Tashani M, Barasheed O, Heron L, Hill-Cawthorne G, Haworth E, et al. Knowledge, attitude and practice [KAP] survey concerning antimicrobial use among Australian Hajj pilgrims. Infect Disord Drug Targets (Curr Drug Targets Infect Disord). 2014;14(2):125–32.
Ghafur AK. An obituary—on the death of antibiotics. J Assoc Physicians India. 2010;58(3):143–4.
McNulty CA, Francis NA. Optimizing antibiotic prescribing in primary care settings in the UK: findings of a BSAC multi-disciplinary workshop 2009. Journal of antimicrobial chemotherapy. 2010:dkq361.
Belongia EA, Schwartz B. Strategies for promoting judicious use of antibiotics by doctors and patients. BMJ [Br Med J]. 1998;317(7159):668–71.
Turnidge J. What can be done about resistance to antibiotics? BMJ [Br Med J]. 1998;317(7159):645.
Southwick F, Katona P, Kauffman C, Monroe S, Pirofski LA, del Rio C, et al. Infectious Diseases Society of America Preclinical Curriculum Committee. Commentary: IDSA guidelines for improving the teaching of preclinical medical microbiology and infectious diseases. Acad Med. 2010;85(1):19–22.
Anderson LW. Objectives, evaluation, and the improvement of education. Studies Educ Eval. 2005;31(2):102–13.
Davis MH. AMEE Medical Education Guide No. 15: Problem-based learning: a practical guide. Med Teach. 1999;21(2):130–40.
Via DK, Kyle RR, Trask JD, Shields CH, Mongan PD. Using high-fidelity patient simulation and an advanced distance education network to teach pharmacology to second-year medical students. J Clin Anesth. 2004;16(2):144–1.
Seybert AL, Kobulinsky LR, McKaveney TP. Human Patient Simulation in a Pharmacotherapy Course. Am J Pharm Educ. 2008;72(2):37.
Khalil MK, Nelson LD, Kibble JD. The use of self‐learning modules to facilitate learning of basic science concepts in an integrated medical curriculum. Anat Sci Educ. 2010;3(5):219–26.
Valente P, Lora PS, Landell MF, Schiefelbein CS, Girardi FM, Souza LDR, et al. A game for teaching antimicrobial mechanisms of action. Med Teach. 2009;31(9):e383–92.
Spencer JA, Jordan RK. Learner centered approaches in medical education. BMJ [Br Med J]. 1999;318(7193):1280.
Michael J. Where’s the evidence that active learning works? Adv Physiol Educ. 2005;30(4):159–67.
Taylor D, Hamdy H. Adult learning theories: Implications for learning and teaching in medical education: AMEE Guide No. 83. Med Teach. 2013;35(11):e1561–72.
Davis MH, Harden RM. Planning and implementing an undergraduate medical curriculum: the lessons learned. Med Teach. 2003;25(6):596–608.
Halpern DF, Hakel MD. Applying the science of learning to the university and beyond: teaching for long-term retention and transfer. Change: Mag Higher Learn. 2003;35(4):36–41.
Kerfoot BP, DeWolf WC, Masser BA, Church PA, Federman DD. Spaced education improves the retention of clinical knowledge by medical students: a randomized controlled trial. Med Educ. 2007;41(1):23–31.
Muller JH, Jain S, Loeser H, Irby DM. Lessons learned about integrating a medical school curriculum: perceptions of students, faculty and curriculum leaders. Med Educ. 2008;42:778–85.
Hopkins R, Pratt D, Bowen JL, Regehr G. Integrating Basic Science Without Integrating Basic Scientists: Reconsidering the Place of Individual Teachers in Curriculum Reform. Acad Med. 2015;90(2):149–53.
Issenberg B, Mcgaghie WC, Petrusa ER, Gordon DL, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005;27(1):10–28.
Weller JM. Simulation in undergraduate medical education: bridging the gap between theory and practice. Med Educ. 2004;38:32–8.
Gordon JA, Brown DF, Armstrong EG. Can a simulated critical care encounter accelerate basic science learning among preclinical medical students? A pilot study. Simul Healthc. 2006;1:13–7.
Maxwell S, Walley T. Teaching safe and effective prescribing in UK medical schools: a core curriculum for tomorrow’s doctors. Br J Clin Pharmacol. 2003;55(6):496–503.
Acknowledgments
We acknowledge Dr. Michael Lee for his help in providing the first year teaching information and the collaborative second year module directors, Dr’s Husain, Gros, Simms-Cendan, Bellew, Hernandez, and Castiglioni, who supported our use of innovative methods to teach antimicrobial pharmacology during system-based infectious disease and HFMS cases.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Gorman, L., Carrizosa, J. & Balkwill, D. Integrating Antimicrobial Pharmacology Teaching Using Multidisciplinary Faculty and Diverse Pedagogy Across the Preclinical Curriculum. Med.Sci.Educ. 26, 13–19 (2016). https://doi.org/10.1007/s40670-015-0183-x
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40670-015-0183-x