This report presents the findings of a project funded by UCL’s Future Targeted Healthcare Manufacturing Hub. This Hub aims to explore the challenges associated with manufacturing personalised medicines. Personalised medicines aim to move therapies from population-based, “one-size-fits-all” approaches (medicines designed for use by a population) to stratified approaches (medicines targeted to specific sub-populations based on particular (e.g., molecular/genetic) characteristics), and ultimately to approaches whereby therapeutic interventions are tailored to the specific molecular characteristics of one individual. This move has implications for medicines manufacturing processes. These processes have typically relied on forecasted demand, but as medicines become increasingly targeted to an individual’s characteristics, manufacturing approaches need to change. For example, for therapeutic interventions tailored to one individual, the manufacturing process has to wait until the individual’s molecular profile has been determined so that this information can be incorporated into therapeutic production. Other aspects of personalised medicine–such as the use of wearable sensors and 3D printing to customise medication dosages–may also require different approaches to manufacturing. The economic, social, and environmental aspects of any innovation are a necessary component of decision-making about implementation and use. This is the premise of sustainable development. In this report, we aim to better understand how the adverse environmental costs associated with personalised medicines manufacturing are being considered in the academic literature.
The present article represents a mini-review and a reflective essay concerning modern medical education methods, as well as ways to adapt them to medical education's local conditions (disciplines), including basic medical sciences. We introduced Gagné's theory of learning and other theories – Constructivist, Experiential, and Humanistic – followed by Dennik's "twelve tips" for effective learning and Harden's ten questions for curriculum development. Outcome-based education (OBE) was discussed and related to relevant concepts within Miller's pyramid and Bloom's taxonomy. Harden's SPICES model was emphasized concerning education strategies while discussing the assessment of learning (AoL), assessment as learning (AaL), and assessment for learning (AfL). Finally, the authors advise exploring the adaptation of modern education methods for a specific discipline of basic medical sciences – Human Anatomy – by incorporating the abovementioned concepts and integrating different AfL and AaL assessment tools while conveying a graphical concept map for this scenario.
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