Please use this identifier to cite or link to this item: https://hdl.handle.net/1822/12772

TitleCase based, learner centered aproach to pharmacotherapy
Author(s)Jesus, Ângelo
Cruz, Agostinho
Gomes, Maria João
KeywordsCBL
Pharmacotherapy
Issue date4-Jul-2011
PublisherInternational Academy of Technology, Education and Development (IATED)
JournalEdulearn Proceedings
Abstract(s)The incorporation of real problems into health education is seen as an effort to prepare future health professionals to meet the challenging demands of the profession, in particular, the provision of quality patient care. The foundation of this methodology can be traced back to Dewey. The author suggested that students should be presented with real life problems in order to discover the information required to solve them. With the introduction of the Bologna Process in Portugal, the School of Allied Health Sciences of Oporto, saw this opportunity to put in practice Dewey´s axiom. This paper represents a small part in the process of integrating a Case Based, Learner Centered approach to Pharmacotherapy. Since 2008, Pharmacotherapy is no longer taught in a lecture based model. With the implementation of Bologna Process in the Pharmacy Degree, some basic science curricular units maintained their lecture based approach, only to serve as mediators to a more student-centered approach in the applications of knowledge to real life situations. Pharmacology and Pharmacotherapy,are good examples of this dichotomy. Normally the students have to attend lectures on pharmacology topics during one week, then in the next week, they will have to collaborative solve a real problem (relating to the previous week Pharmacology topics) during a pre-established time, in the presence of a tutor. The cases are in paper format, and they are adapted or based in real life situations. They are normally ill-defined so that the students can discover what course of action to pursue. For all cases there are some orientations that are provided by the tutor, that are previously constructed under Bloom’s Taxonomy. The tutor himself, must have certain characteristics that permit him/her to be in this situation. Normally for tutor selection we endorse that besides the pedagogical background, he/she has an active role in professional activities outside the School. The class is divided in casestudy groups of about 4 students. Normally there are 4 groups in each class. At the end of the case study, each case-study group is interviewed by the tutor. Evaluation and assessment is divided in case study grading, mini-test grading and examination grading. Results show that gradings tend to increase from second year to the third year in the bachelor degree, despite the raised level of complexity, which can demonstrate that a student centered approach is a favorable mean to promote reflexive thinking and develop complex epistemic beliefs.
TypeConference paper
URIhttps://hdl.handle.net/1822/12772
ISBN978-84-615-0441-1
ISSN2340-1117
Peer-Reviewedyes
AccessOpen access
Appears in Collections:CIEd - Textos em volumes de atas de encontros científicos nacionais e internacionais

Files in This Item:
File Description SizeFormat 
edulearn11-2.pdfPDF com artigo publicado191,84 kBAdobe PDFView/Open

Partilhe no FacebookPartilhe no TwitterPartilhe no DeliciousPartilhe no LinkedInPartilhe no DiggAdicionar ao Google BookmarksPartilhe no MySpacePartilhe no Orkut
Exporte no formato BibTex mendeley Exporte no formato Endnote Adicione ao seu ORCID