在中枢神经系统药物治疗中整合基于神经递质的组织和基于病例的检查点:一种创新的教学方法
Mohammed F Salahuddin1, Michael Ong2
1Department of Pharmaceutical Sciences, School of Pharmacy & Health Professions, Notre Dame of Maryland University, MD 21210, United States of America.
Currents in pharmacy teaching & learning
|November 19, 2025
概括
以认知负载理论 (CLT) 为指导的中枢神经系统 (CNS) 药物治疗教育的新课程设计,改善了学生的学习和临床准备. 这种方法有效地减少了认知负载,并加强了复杂机制与治疗应用的整合.
科学领域:
- 药房 教育 教育 药房 教育
- 认知负载理论认知负载理论
- 课程设计 课程设计
背景情况:
- 中枢神经系统 (CNS) 药疗对药学学生来说提出了重大认知挑战.
- 传统的课程往往导致认知过载,阻碍了整合性学习.
- 本研究通过评估创新的课程重新设计来解决这些挑战.
研究的目的:
- 评估中枢神经系统药物治疗教育的创新课程重新设计.
- 整合基于神经递质的内容组织和结构化的形成检查点.
- 将课程与认知负载理论 (CLT) 原则和ACPE标准2025相协调.
主要方法:
- 一种准实验性的混合方法方法比较了两个连续的第三年制药学学生队列.
- 感知调查和客观考试数据被收集和分析.
- 重新设计的课程按神经递质通路分类主题,并包括各种检查点.
主要成果:
- 两个队伍都显示了学习的实质性前后改善.
- 考试意味着适度增加,在早期单位显著增长.
- 定性反表明,机制的整合程度提高,认知过载减少.
结论:
- 在CLT指导下进行的重新设计产生了感知和客观的教育效益.
- 该模型是可复制的,并可运行关键的ACPE标准.
- 重新设计改善了药物治疗教育中的概念转移和临床准备.
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