Design of a foundational sciences curriculum: Applying the ICAP framework to pharmacology education in integrated medical curricula

Abstract

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Information overdose: Student performance and perceptions of pharmacology resources on exams

“…6 There are several evidence-based strategies that can contribute to the development of these skills, [7][8][9][10][11] and at the University of California, San Francisco (UCSF) School of Medicine (SOM), we use elaboration during active learning sessions to provide students with the opportunity to apply pharmacology content in each block. 12 Assessment is an important part of any curriculum. 13 Our institutional assessment strategy consists of weekly formative quizzes (including open-ended questions (OEQs, Appendix S1) and multiplechoice questions (MCQs) to facilitate retrieval practice and distributed learning) and closed-book summative examinations that are fully OEQ and application based, requiring elaboration.…”

“…This requires deep learning via the development of core knowledge structures 3–5 and the ability to actively construct and expand conceptual frameworks 6 . There are several evidence‐based strategies that can contribute to the development of these skills, 7–11 and at the University of California, San Francisco (UCSF) School of Medicine (SOM), we use elaboration during active learning sessions to provide students with the opportunity to apply pharmacology content in each block 12 …”

A Systematic Review of Integrated Learning Definitions, Frameworks, and Practices in Recent Health Professions Education Literature

“…The ICAP framework for cognitive engagement can be used to categorize educational pedagogies as interactive, constructive, active, or passive [59]. Quesnelle et al, (2021) used the ICAP framework to investigate the level of cognitive engagement required of medical students in standalone pharmacology learning events versus integrated sessions that included pharmacology [45]. This framework helps describe and categorize pedagogies relevant to different levels of cognitive engagement: constructive pedagogies generate new knowledge through inferring, comparing, and contrasting; interactive pedagogies involve learners "co-inferring" with peers to develop knowledge that neither partner knew previously; active pedagogies involve manipulating information where existing knowledge is integrated and emphasized; and passive pedagogies involve isolated storing of information [45].…”

American Society for Pharmacology and Experimental Therapeutics Division for Pharmacology Education at EB2022—Meeting report

“…Pharmacology education is continuously evolving due to the introduction of new drugs on the market each year as well as changes in teaching methods that incorporate more active learning exercises. Deciding which drugs to teach is further complicated by a national trend to reduce the amount of time dedicated to the delivery of pharmacology and other basic science content in medical education 3 . For example, in 2022, 46 new drugs were introduced to the market; however, only 24% of medical schools contain a stand‐alone pharmacology course.…”

“…Deciding which drugs to teach is further complicated by a national trend to reduce the amount of time dedicated to the delivery of pharmacology and other basic science content in medical education. 3 For example, in 2022, 46 new drugs were introduced to the market; however, only 24% of medical schools contain a stand-alone pharmacology course. This is a decrease from 2012 when 41% of medical schools contained stand-alone pharmacology courses and only 22 new drugs were introduced to the market.…”