A computer-based, problem-solving system of instruction in clinical pharmacology.

Hutcheon DE, el-Gawly HW

Journal of clinical pharmacology

Mar 1, 1991

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Abstract

Advances in microcomputer technology provide new ways of incorporating PBL procedures in clinical pharmacology courses. Developments in graphics-user interfaces and analog/digital systems that display physiologic information directly on the monitor enable the computer to serve as a learning resource as laboratory classes did in the past. A model HyperCard-driven program describes four problem-oriented laboratory exercises that require interpretation and analysis of ECGs. The exercises that involve reading ECGs that were obtained before and after the onset of drug-induced changes in conduction and rhythm are designed to reinforce problem-solving skills in basic electrocardiography and give students a better understanding of the electrophysiologic basis for managing cardiac arrhythmias in clinical practice. For evaluating new programs in medical education, Schmidt describes three conditions that facilitate successful learning; (1) opportunity to use previously acquired knowledge in understanding new information, (2) applicability to future practice, and (3) ability to elaborate on the new information by interaction with other students. Advances that incorporate microcomputer technology and problem-solving learning would receive high scores by such criteria and are recommended by those who are developing courses in clinical pharmacology for medical students and others in the allied health sciences.