Challenges and perspectives of the teaching-learning process of the Pharmacology discipline in the medical career

Abstract

Introduction: the teaching – learning process of the discipline Pharmacology is studied. Methods: a prospective, observational and descriptive was carried out. From the theoretical point of view, the historical – logical, analysis – synthesis, and inductive – deductive methods were used, which allowed the analysis of conceptions on the topic from different approaches and contexts. On an empirical level, the analysis of documents was used to collect information. Results: the teaching – learning process of the discipline Pharmacology shows insufficiencies in its systemic structure according to its didactic components, and their gradual derivation from the medical students’ mode of professional performance. The teaching – learning process of the discipline Pharmacology lacks a didactic relation with the General Practitioners’ mode of professional performance in solving professional and academic problems by means of the use of the knowledge and skills obtained within the discipline.  It is not integrated with other disciplines and subjects within the same academic year in a coherent and systemic manner. The methodological work is insufficient, in favor of a more rational medication prescription, based on the mode of professional performance in a systemic and interdisciplinary manner. Conclusions: the teaching –learning process of the discipline Pharmacology in Medical studies provides new dimensions for its didactic categories, mediated by the professor and self – regulated by the student and the class, which comes to be in the solution to the professionalizing task, starting from communication, and according to the principles of the medical ethics and the mode of professional performance.