Universidad San Jorge (SPAIN)
About this paper:
Appears in: ICERI2016 Proceedings
Publication year: 2016
Pages: 1271-1276
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.1285
Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain
Training professional competences in Pharmacy is crucial and provides quite useful skills to undergraduate students. We are presenting two experiences carried out in Universidad San Jorge in the subjects of Physical Chemistry and Pharmacogenetics showing the usefulness of the simulation methodology in the learning process.

In the subject of Physical Chemistry (second course of Pharmacy), simulating a professional activity based on a real service offered by Universidad San Jorge. This real activity is called PACMI (Programa de Aseguramiento del control de Calidad del Medicamento Individualizado) and evaluates quality standards of the drugs prepared in the laboratories of the pharmacies. Our students had to prepare a drug, simulating the pharmacy and then, they had to carry out different experiments to assess the quality of the drug, simulating PACMI applying the knowledge learnt in the subject. Results were quite satisfactory; motivation of the students was very high and they were able to successfully overcome the different milestones of the learning activity.

On the other hand, a problem-based learning method has been used for teaching Pharmacogenetics subject. Students of the fifth year in this degree had to face real problems through this activity. First, students received case information of two patients with the same drug treatment but different results on effectiveness: patients’ problems, the budget, a list of prices for the optional analysis of the patients and the evaluation method. It is worth mentioning that fictitious money was given to the students (“eurogenes”) which increased the motivation.

They also had the opportunity of interviewing both patients in order to find out the solution of the problem. Later on, students gathered additional information and carried out a cost-effectiveness analysis. Finally, it is expected that a solution to the suggested problem is found. Results of this educational activity showed that students were really engaged, with most of the students getting high marks. Satisfaction of the teachers was also quite high with excellent feedback provided by students.
Simulation methodology, problem-based learning, training professional skills.