1 college of pharmaceutical sciences andries koster, irma meijerman dept. pharmaceutical sciences,...
TRANSCRIPT
1
College of Pharmaceutical Sciences
Andries Koster, Irma MeijermanDept. Pharmaceutical Sciences, Utrecht
2
College of Pharmaceutical Science: Why?
September 2001: New B.Pharm. and M.Pharm. programmes (3+3 years) Research master (2 years): Drug Innovation Unable to attract reasonable number research-interested students
through the B.Pharm. Programme
November 2008: Discuss the possibility to design an additional undergraduate
programme (dean, faculty of science and research insitute UIPS) Strategic development: discuss with rector magnificus
May 2009: Curriculum committee established
September 2010: CPS started
3
College of Pharmaceutical Science. How?
A bachelor program in Pharmaceutical Research: Discovery and development
Emphasis on the central nervous system and immune system
Honours programme
International, English
Selective admission
4
Research
More than theoretical knowledge Critical attitude Creativity Formulate a research question,
design a research protocol, discuss results
View research in a broader context
Present results Work in an interdisciplinary team
5
Educational format
Inquiry based learning Selected students are expected to be
highly motivated, gifted and talented Students will be trained for the
discovery and development of drugs in a research environment
Students are expected to cope with the speed at which new knowledge becomes available
Develop high-end learning, fostering students’ interest, motivation, and higher-order thinking skills
Attention for self-regulated learning and creativity Talented students ask for more speed, less repetition and more
challenges Teachers must support students in developing their own personal
understanding of scientific concepts
6
Year-1: reversed drug pipeline
7
Aalborg model
10 week courses: 15 ec, 400 sbu
200 student hours project work, 200 student hours flanking education (lectures, skills labs, laboratory work, …..)
Week 5-6: individual assessment of theoretical knowledge
Week 10: final assessment of the project work, and supplementary individual testing
Project
Supportive / general education
Time
Course weeks
8
9
Student projects year 1
Drug use Disease file of a drug used to treat a neurological or immunological
disease (free choice) Design and analysis of an experimental protocol (survey, physiological
measurements), including > 50 volunteers
Drug delivery Drug file of a drug used to treat a chronic inflammatory or neurological
disease (choice from long-list)
10
Student projects year 1
Drug target Receptor file of a drug target (subject assigned) WIKI-page, describing potential treatment(s) of an orphan disease (free
choice)
Drug molecule Design and chemical synthesis of derivatives of the MAO-inhibitor
moclobemide
11
Year 1
Year 2
Year 3
From Drug to Molecule
= obligatory
= profile (eg. Medicinal chemistry, pharmacology, immunology, neuroscience, drug targeting)
Research project
Neuro-immuno pharmacology
Introduction internships: A ‘day’ at the lab in the different research-groups
Analytical methods/ molecular and cellular techniques, research skills in general
Drug DiscoveryDrug Development
= profile - Major
12
13
Selection of students
Application Diploma information Motivation letter Letter(s) of reference
Selection procedure Writing of an essay (timed) Interview
Selection decision Science motivation Creativity Language capabilities
2011: 22 students selected (6 with foreign diploma) Netherlands, France, Italy, Russia, Scotland, USA, Nigeria
14
Selection of teachers
Teams for courses Principal investigator UIPS (70%
research time) Experienced instructor (SKO, CEUT) Student advisor (master Drug
Innovation) Curriculum coordinator
Cooperative design of course Design student projects Choose literature Design flanking activities: lectures,
lab sessions, practicals
15
Training and coaching of teachers
The talented student (Karin Scager, IVLOS) Characteristics of talented students and didactic strategies
The next generation (Renee Filius, IVLOS) Role and possibility of new technologies
Group dynamics (Allard Gerritsen, VU) Working in groups, Belbin roles
Engaging students through inquiry (Mick Healey, higher education consultant, Univ. Gloucestershire)
Principles and effects of inquiry-based learning, implementation
English (Michael Gould) Writing in English; common mistakes and pitfalls Integrated in other training workshops
Multicultural education (Mick Healey)
16
Tell me and I will forgetShow me and I will rememberInvolve me and I will understandStep back and I will act
Kung Fuzi (Confucius), 551-479 B.C.