CE  Vol.5 No.1 , January 2014
Learning Pharmacology in Mexico: A Survey of the Use and Views of Pharmacology Textbooks by Undergraduate Medical Students
ABSTRACT

Background: To date, little is known about the view of medical students towards pharmacology textbooks. This study aimed to investigate the preferences of second-year medical students towards pharmacology textbooks, and to identify the factors involved in book selection. Methods: Second-year medical students of the Medical School at the National University of Mexico (classes of 2010, 2011, and 2012) were asked to select their preferred textbook for studying pharmacology and preparing for exams from a list of nine textbooks. They also completed a 19-item questionnaire to identify and evaluate the reasons for their preferences. Results: A total of 1323 students completed the questionnaire, representing 45.59% of all medical students enrolled in 2010-2012. The two textbooks most preferred by students were Goodman & Gilman (25.3%) and Rodriguez et al. (27.3%); preferences for the other books were Harvey & Champe (13.9%), Rang et al. (13.5%), or Katzung et al. (12.3%), and others (7.6%). The usefulness and the adequacy of content were deemed equally important by students when choosing a textbook. Conclusions: Goodman & Gilman, a well-known pharmacology textbook, and Rodriguez et al., a small-volume textbook, were preferred by these second-year medical students; their choices were based on relevant pharmacological information and adequacy of content.


Cite this paper
Ventura-Martinez, R. , Aguirre-Hernandez, R. , Santiago-Mejia, J. , Gomez, C. & Rodriguez, R. (2014). Learning Pharmacology in Mexico: A Survey of the Use and Views of Pharmacology Textbooks by Undergraduate Medical Students. Creative Education, 5, 46-52. doi: 10.4236/ce.2014.51009.
References
[1]   Achike, F. I., & Ogle, C. W. (2000). Information overload in the teaching of pharmacology. Journal of Clinical Pharmacology, 40, 177-183.
http://dx.doi.org/10.1177/00912700022008838

[2]   Aronson, J. K. (2009). Medication errors: Emerging solutions. British Journal of Clinical Pharmacology, 67, 589-591.
http://dx.doi.org/10.1111/j.1365-2125.2009.03420.x

[3]   Baker, E., Roberts, A. P., Wilde, K., Walton, H., Suri, S., Rull, G., & Webb, A. (2011). Development of a core drug list towards improving prescribing education and reducing errors in the UK. British Journal of Clinical Pharmacology, 71, 190-198.
http://dx.doi.org/10.1111/j.1365-2125.2010.03823.x

[4]   Chiu-Yin, K. (2002). Problem-based learning and teaching of medical pharmacology. Naunyn Schmiedebergs Archives of Pharmacology, 366, 10-17. http://dx.doi.org/10.1007/s00210-002-0561-y

[5]   Dean, B., Schachter, M., Vincent, C., & Barber, N. (2002). Prescribing errors in hospital inpatients: Their incidence and clinical significance. Quality & Safety Health, 11, 340-344.
http://dx.doi.org/10.1136/qhc.11.4.340

[6]   Dornhorst, A. C. (1981). Information overload: Why medical education needs a shake-up. Lancet, 2, 513-514.
http://dx.doi.org/10.1016/S0140-6736(81)90894-1

[7]   Faingold, C. L., & Dunaway, G. A. (2002). Teaching pharmacology within a multidisciplinary organ system-based medical curriculum. Naunyn Schmiedebergs Archives of Pharmacology, 366, 18-25.
http://dx.doi.org/10.1007/s00210-002-0565-7

[8]   Garbutt, J. M., Highstein, G., Jeffe, D. B., Dunagan, W. C., & Frasier, V. J. (2005). Safe medication prescribing: Training and experience of medical students and house staff at a large teaching hospital. Academic Medicine, 80, 594-599.
http://dx.doi.org/10.1097/00001888-200506000-00015

[9]   Gurpinar, E., Bati, H., & Tetik, C. (2011). Learning styles of medical students change in relation to time. Advances in Physiology Education, 35, 307-311. http://dx.doi.org/10.1152/advan.00047.2011

[10]   Gwee, M. C. E. (2009). Teaching medical pharmacology: The need to nurture the early development of desired attitudes for safe and rational drug prescribing. Medical Teacher, 31, 847-854.
http://dx.doi.org/10.1080/01421590903168119

[11]   Han, W. H., & Maxwell, S. R. J. (2006). Are medical students adequately trained to prescribe at the point of graduation? Views of first year foundation doctors. Scottish Medical Journal, 51, 27-32.
http://dx.doi.org/10.1258/rsmsmj.51.4.27

[12]   Harding, S., Britten, N., & Bristow, D. (2010). The performance of junior doctors in applying clinical pharmacology knowledge and prescribing skills to standardized clinical cases. British Journal of Clinical Pharmacology, 69, 598-606.
http://dx.doi.org/10.1111/j.1365-2125.2010.03645.x

[13]   Heaton, A., Webb, D. J., & Maxwell, S. R. J. (2008). Undergraduate preparation for prescribing: The views of 2412 UK medical students and recent graduates. British Journal of Clinical Pharmacology, 66, 128-134. http://dx.doi.org/10.1111/j.1365-2125.2008.03197.x

[14]   Hosmer, D. W., & Lemeshow, S. (2000). Applied logistic regression. New York: Wiley-Interscience.
http://dx.doi.org/10.1002/0471722146

[15]   Ingenito, A. J., Lathers, C. M., & Burford, H. J. (1989). Instruction in clinical pharmacology: Changes in the wind. Journal of Clinical Pharmacology, 29, 7-17.
http://dx.doi.org/10.1002/j.1552-4604.1989.tb03231.x

[16]   Klatt, E. C., & Klatt, C. A. (2011). How much is too much reading for medical students? Assigned reading and reading rates at one medical school. Academic Medicine, 86, 1079-1083.
http://dx.doi.org/10.1002/j.1552-4604.1989.tb03231.x

[17]   Ling, Y., Swanson, D. B., Holtzman, K., & Bucak, S. D. (2008). Retention of basic science information by senior medical students. Academic Medicine, 83, S82-S85.
http://dx.doi.org/10.1097/ACM.0b013e318183e2fc

[18]   Maxwell, S. R. J., & Walley, T. (2003). Teaching safe and effective prescribing in UK medical schools: A core curriculum for tomorrow’s doctors. British Journal of Clinical Pharmacology, 55, 496503. http://dx.doi.org/10.1046/j.1365-2125.2003.01878.x

[19]   Maxwell, S. R. J., Cascorbi, I., Orme, M., & Webb, D. (2007). Educating European (junior) doctors for safe prescribing. Basic & Clinical Pharmacology & Toxicology, 101, 395-400.
http://dx.doi.org/10.1111/j.1742-7843.2007.00141.x

[20]   Mislevy, R. J. (1986). Recent developments in the factor analysis of categorical data. Journal of Educational Statistics, 11, 3-31.
http://dx.doi.org/10.2307/1164846

[21]   Orme, M., Frolich, J., & Vrhovac, B. (2002). Towards a core curriculum in clinical pharmacology for undergraduate medical students. European Journal of Clinical Pharmacology, 58, 635-640.
http://dx.doi.org/10.1007/s00228-002-0531-9

[22]   Otoom, A. S., & Sequeira, R. P. (2006). Health care providers’ perceptions of the problems and causes of irrational use of drugs in two Middle East countries. International Journal of Clinical Practice, 60, 565-570. http://dx.doi.org/10.1111/j.1742-1241.2005.00808.x

[23]   R Core Team. A language and environment for statistical computing. R Foundation for Statistical Computing. http://www.R-project.org

[24]   General Health Law Regulations with regard to Research on the Health Sciences, Mexico.
http://www.salud.gob.mx/unidades/cdi/nom/compi/rlgsmis.html

[25]   Rodriguez, R., Campos-Sepulveda, E., Vidrio, H., Contreras, E., & Valenzuela, F. (2002). Evaluating knowledge retention of third-year medical students taught with an innovative pharmacology program. Academic Medicine, 77, 574-577.
http://dx.doi.org/10.1097/00001888-200206000-00018

[26]   Rodriguez, R., Vidrio, H., & Campos, E. (2009). Medicalization of pharmacology teaching: An urgent need in the medical curriculum. Proccedings of the Western Pharmacology Society, New York, NY: Curran Associates, 120-128.

[27]   Ross, S., & Maxwell, S. (2012). Prescribing and the curriculum for tomorrow’s doctors: BPS curriculum in clinical pharmacology and prescribing for medical students. British Journal of Clinical Pharmacology, 74, 644-661.
http://dx.doi.org/10.1097/00001888-200206000-00018

[28]   Sawyer, S. J., Sylvestre, P. B., Girard, R. A., & Snow, M. H. (1996). Effects of supplemental instruction on mean test scores and failure rates in medical school courses. Academic Medicine, 71, 1357-1359.
http://dx.doi.org/10.1097/00001888-199612000-00021

[29]   Shukr, I., Zainab, R., & Rana, M. H. (2013). Learning styles of postgraduate and undergraduate medical students. Journal of College of Physicians and Surgeons Pakistan, 23, 25-30.

[30]   Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Upper Saddle River NJ: Pearson Education Inc.

[31]   Walley, T., Bligh, J., Orme, M., & Breckendrige, A. (1994). Clinical pharmacology and therapeutics in undergraduate medical education in the UK: Current status. British Journal of Clinical Pharmacology, 37, 129-135. http://dx.doi.org/10.1111/j.1365-2125.1994.tb04252.x

 
 
Top