Development of innovative teaching materials: clinical pharmacology problem-solving (CPPS) units: comparison with...

Area of Science:

• Medical Education
• Clinical Pharmacology
• Curriculum Development

Background:

• The American College of Clinical Pharmacology initiated teaching clinics to develop new educational materials.
• Clinical Pharmacology Problem-Solving (CPPS) units were created as case histories illustrating key principles.
• CPPS units complement basic pharmacology education by focusing on clinical application, drug selection, and risk/benefit analysis.

Purpose of the Study:

• To design and develop innovative Clinical Pharmacology Problem-Solving (CPPS) units.
• To create case-based learning modules for advanced students in clinical pharmacology.
• To enhance the teaching of clinical pharmacology through practical, case-oriented materials.

Main Methods:

• The First Teaching Clinic in 1992 focused on the preparation and development of CPPS units.
• Subsequent clinics in 1993 and 1995 focused on editing, evaluation, and the use of drug information databases.
• CPPS units were structured with introductions, learning objectives, pretests, clinical scenarios, posttests, and references.

Main Results:

• CPPS units were developed for various levels, including specific modules on antiepileptic drugs and geriatric psychopharmacology.
• Faculty and student evaluations of the CPPS units were overwhelmingly positive.
• Numerous requests for the use of CPPS units were received from institutions in the US and internationally.

Conclusions:

• The teaching clinics successfully produced valuable educational materials in clinical pharmacology.
• CPPS units are effective tools for advanced clinical pharmacology education.
• Continued development of innovative teaching materials is crucial for keeping pace with medical advancements.