Need for Restructuring Practical Pharmacology Undergraduate Curriculum

With the advent of new curriculum of pharmacology and availability of precompounded, ‘ready to use’ dosage forms, clinical pharmacy has replaced the conventional dispensing pharmacology. Current curriculum incorporates several exercises in accordance to MCI recommendations[1] but several clinically and therapeutically relevant aspects remain to be considered (vide infra). Forgotten is an art of preparing mixtures and lotions extemporaneously. Many things were learnt during preparations of various dosage forms. There was greater psychomotor activity involved than is needed in today’s practicals. Just scanning through drug reference (IDR, CIMS etc.) for finding out various preparations available in market actually promotes prescribing by “branded (proprietary) names and not generic prescribing! Similarly, calculating amount of drug needed for an IV infusion, adjusting the flow rate and dose calculations appear to be more suitable for nursing students. While current curriculum addresses to some of these skills but much remains to be done. An attempt has been made recently by Devi et al[2] to develop a teaching module having OSPE stations for parenteral drug administration. The focus is to avoid medication errors by correct drug administration. This is laudable effort. Earlier, Mathur[3] and Desai[4] suggested development of core competencies (skills) such as Communication skills, Prescription writing skills, Critical appraisal skills and Community-related skills in practical pharmacology curriculum. Recently, a curriculum change is proposed by Herur[5] to enhance ability to learn communication skills in physiology.