College of Pharmaceutical Science

College of Pharmaceutical Sciences Andries Koster, Irma Meijerman Dept. 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

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Supportive / general education

Time

Project

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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From Drug to Molecule

Year 1

Introduction internships: A ‘day’ at the lab in the different research-groups

Year 2 Neuro-immuno pharmacology

Analytical methods/ molecular and cellular techniques, research skills in general

Year 3

Research project Drug Discovery Drug Development = obligatory = profile (eg. Medicinal chemistry, pharmacology, immunology, neuroscience, drug targeting) = 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 forget Show me and I will remember Involve me and I will understand Step back and I will act

Kung Fuzi (Confucius), 551-479 B.C.

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