- 期刊
- OpenAccess
Teaching of Pharmacology in the Asia-Pacific Region with Special Reference to Hong Kong
並列摘要
Traditionally,medicinal substances were derived from herbs and other'naturalsubstances,and often had an ancient history steeped in folklore,whereas modern pharmacological sciences have always been closely associated with medical schools.Thedevelopment of academic pharmacology in Hong Kong was no exception.Thus,theHong Kong College of Medicine for the Chinese was founded in 1887 and after severalmoves,evolved into the Faculty of Medicine of the University of Hong Kong.Pharmacology as a separate discipline was only introduced in 1965 and followed a traditional curriculum with numerous didactic lectures and practical classes entailing animal experimentation (based on the course in Singapore).A complex array of written and practicalexams tested learning in the preclinical years.Then,during clinical training,studentscould build on this foundation in order to develop and refine the so called”art of therapeutics”from practicing clinicians.Suitable pharmacology courses/input also had to bedeveloped for students ofdentistry,nursing,pharmacy,traditional medicine,and othersas well as postgradusate students in pharmacology.In recent years,there has been agradual and sometimes painful evolution of three themes,particularly for medical students.Firstly,there was greater clinical emphasis and exposure to more therapeuticprinciples,clinical drug trials and even cost-effectiveness concepts.Secondly,there wasmore integration so as to avoid duplication and enable better understanding of therationale of various drug interventions and their pathophysiological and biochemicalconsequences.Finally,there was a shift towards more student centered learning andaway from detailed factual teaching.Such changes aim to achieve a more ideal/concept-based education,and to introduce students to the means of retrieving relevant information,analysing it critically and ultimately preparing them for life-long self-reliantlearning.In so doing,they incorporate a balance of what is termed problem-basedlearning as well as core lectures,linked to so called continuous assessment systems.
延伸閱讀
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