Evidence map›Paper›PMID 34817122›Full record

ArticlePharmacology research & perspectives2021

Defining and unpacking the core concepts of pharmacology education.

Marina Santiago, Elizabeth A Davis, Tina Hinton, Thomas A Angelo, Alison Shield, Anna-Marie Babey, Barbara Kemp-Harper, Gregg Maynard, Hesham S Al-Sallami, Ian F Musgrave and 4 more

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Pharmacology research & perspectives, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.

0numbers the graph read from it
0cells of the map it votes in
13citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

13 citing papers in PubMed.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

14 authors.

Marina SantiagoMacquarie Medical School, Macquarie University, Sydney, New South Wales, Australia.
Elizabeth A DavisDepartment of Pharmacology, Monash University, Clayton, Victoria, Australia.
Tina HintonSydney Pharmacy School, Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia.
Thomas A AngeloEshelman School of Pharmacy, University of North Carolina-Chapel Hill, Chapel Hill, North Carolina, USA.
Alison ShieldDiscipline of Pharmacy, Faculty of Health, University of Canberra, Bruce Canberra, Australian Capital Territory, Australia.
Anna-Marie BabeyFaculty of Medicine and Health, University of New England, Armidale, New South Wales, Australia.
Barbara Kemp-HarperDepartment of Pharmacology, Monash University, Clayton, Victoria, Australia.
Gregg MaynardSchool of Biomedical Sciences, Charles Sturt University, Wagga Wagga, New South Wales, Australia.
Hesham S Al-SallamiSchool of Pharmacy, University of Otago, Dunedin, New Zealand.
Ian F MusgraveSchool of Biomedicine, The University of Adelaide, Adelaide, South Australia, Australia.
Lynette B FernandesSchool of Biomedical Sciences, The University of Western Australia, Crawley, Western Australia, Australia.
Suong N T NgoFaculty of Sciences, The University of Adelaide, Roseworthy, South Australia, Australia.
Arthur ChristopoulosFaculty of Pharmacy and Pharmaceutical Sciences, Monash University, Parkville, Victoria, Australia.
Paul J WhiteFaculty of Pharmacy and Pharmaceutical Sciences, Monash University, Parkville, Victoria, Australia.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Pharmacology education currently lacks a research-based consensus on which core concepts all graduates should know and understand, as well as a valid and reliable means to assess core conceptual learning. The Core Concepts in Pharmacology Expert Group (CC-PEG) from Australia and New Zealand recently identified a set of core concepts of pharmacology education as a first step toward developing a concept inventory-a valid and reliable tool to assess learner attainment of concepts. In the current study, CC-PEG used established methodologies to define each concept and then unpack its key components. Expert working groups of three to seven educators were formed to unpack concepts within specific conceptual groupings: what the body does to the drug (pharmacokinetics); what the drug does to the body (pharmacodynamics); and system integration and modification of drug-response. First, a one-sentence definition was developed for each core concept. Next, sub-concepts were established for each core concept. These twenty core concepts, along with their respective definitions and sub-concepts, can provide pharmacology educators with a resource to guide the development of new curricula and the evaluation of existing curricula. The unpacking and articulation of these core concepts will also inform the development of a pharmacology concept inventory. We anticipate that these resources will advance further collaboration across the international pharmacology education community to improve curricula, teaching, assessment, and learning.

Indexed as

CurriculumAustraliaCooperative BehaviorHumansLearningNew ZealandPharmacologyTeachingconcept inventorycore concepthealth science educationpharmacology educationpostgraduate educationscience educationundergraduate educationunpacking

Identifiers

PMID34817122
PMCPMC8611774

What OpenQuestion holds

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LicenceCC BY-NC-ND
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.