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College of Pharmaceutical Sciences

Andries Koster, Irma MeijermanDept. Pharmaceutical Sciences, Utrecht

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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

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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

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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

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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

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Year-1: reversed drug pipeline

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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

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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)

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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

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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

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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

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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

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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)

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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.