10 research outputs found
EurOP2E â the European Open Platform for Prescribing Education, a consensus study among clinical pharmacology and therapeutics teachers
Purpose
Sharing and developing digital educational resources and open educational resources has been proposed as a way to harmonize and improve clinical pharmacology and therapeutics (CPT) education in European medical schools. Previous research, however, has shown that there are barriers to the adoption and implementation of open educational resources. The aim of this study was to determine perceived opportunities and barriers to the use and creation of open educational resources among European CPT teachers and possible solutions for these barriers.
Methods
CPT teachers of British and EU medical schools completed an online survey. Opportunities and challenges were identified by thematic analyses and subsequently discussed in an international consensus meeting.
Results
Data from 99 CPT teachers from 95 medical schools were analysed. Thirty teachers (30.3%) shared or collaboratively produced digital educational resources. All teachers foresaw opportunities in the more active use of open educational resources, including improving the quality of their teaching. The challenges reported were language barriers, local differences, lack of time, technological issues, difficulties with quality management, and copyright restrictions. Practical solutions for these challenges were discussed and include a peer review system, clear indexing, and use of copyright licenses that permit adaptation of resources.
Conclusion
Key challenges to making greater use of CPT open educational resources are a limited applicability of such resources due to language and local differences and quality concerns. These challenges may be resolved by relatively simple measures, such as allowing adaptation and translation of resources and a peer review system
Détection des cas d'abus et de dépendance dans la région Aquitaine (utilisation du programme de médicalisation des systÚmes d'information (PMSI) régional)
BORDEAUX2-BU Santé (330632101) / SudocSudocFranceF
Contexte et problĂ©matiqueâ: La formation mĂ©dicale continue sur le mĂ©dicament constitue, Ă lâheure actuelle, un vrai challenge, notamment dans le contexte de lâavĂšnement des rĂ©seaux sociaux, et plus particuliĂšrement de TwitterÂź, qui ont rĂ©volutionnĂ© lâaccĂšs Ă lâinformation. ExĂ©gĂšseâ: Le compte TwitterÂź @Reseau_CRPV a Ă©tĂ© crĂ©Ă© par le RĂ©seau français des centres rĂ©gionaux de pharmacovigilance (RFCRPV) regroupant lâensemble des 31âcentres rĂ©gionaux de pharmacovigilance (CRPV) en France et dont une des missions est lâinformation sur le mĂ©dicament. Outre la diffusion dâinformation des agences officielles et une veille bibliographique, ce compte propose tous les vendredis un questionnaire Ă rĂ©ponse unique (le #PharmacoQuiz), en lien avec les mĂ©dicaments, et comportant quatre propositions. Les thĂ©matiques abordĂ©es sont vastes, des effets indĂ©sirables au bon usage des mĂ©dicaments en passant par lâaddictovigilance. La difficultĂ© des quiz est Ă©tablie grĂące Ă un systĂšme de gradation par Ă©toiles. La rĂ©ponse dĂ©taillĂ©e est publiĂ©e le lundi suivant, associĂ©e Ă la diffusion dâinformations provenant de la littĂ©rature scientifique en rĂ©fĂ©rence au quiz. Comme tout tweet, câest Ă©galement lâoccasion pour la communautĂ© scientifique dâĂ©changer et de dĂ©battre sur une problĂ©matique spĂ©cifique liĂ©e au mĂ©dicament. Par rapport aux mĂ©thodes traditionnelles de diffusion dâinformation ou dâenseignement, les mĂ©dias sociaux offrent une flexibilitĂ© importante et facilitent les interactions entre celui qui diffuse lâinformation et les pairs ou Ă©tudiants. Conclusionâ: Le #PharmacoQuiz constitue le premier exemple français dâĂ©valuation des connaissances dans le domaine de la pharmacologie via un rĂ©seau social. Câest un outil novateur et ludique de formation mĂ©dicale continue qui contribue pleinement aux missions de formation et dâinformation des CRPV
Harmonizing and improving European education in prescribing: An overview of digital educational resources used in clinical pharmacology and therapeutics.
AIM: Improvement and harmonization of European clinical pharmacology and therapeutics (CPT) education is urgently required. Because digital educational resources can be easily shared, adapted to local situations and re-used widely across a variety of educational systems, they may be ideally suited for this purpose. METHODS: With a cross-sectional survey among principal CPT teachers in 279 out of 304 European medical schools, an overview and classification of digital resources was compiled. RESULTS: Teachers from 95 (34%) medical schools in 26 of 28 EU countries responded, 66 (70%) of whom used digital educational resources in their CPT curriculum. A total of 89 of such resources were described in detail, including e-learning (24%), simulators to teach pharmacokinetics and/or pharmacodynamics (10%), virtual patients (8%), and serious games (5%). Together, these resources covered 235 knowledge-based learning objectives, 88 skills, and 13 attitudes. Only one third (27) of the resources were in-part or totally free and only two were licensed open educational resources (free to use, distribute and adapt). A narrative overview of the largest, free and most novel resources is given. CONCLUSION: Digital educational resources, ranging from e-learning to virtual patients and games, are widely used for CPT education in EU medical schools. Learning objectives are based largely on knowledge rather than skills or attitudes. This may be improved by including more real-life clinical case scenarios. Moreover, the majority of resources are neither free nor open. Therefore, with a view to harmonizing international CPT education, more needs to be learned about why CPT teachers are not currently sharing their educational materials