References:
1. Guilbert J. Les maladies du curriculum. Revue d’education medicale 1985; 4: 13-16.
2. Achike FI, Ogle CW. Information overload in the teaching of pharmacology. The Journal of Clinical Pharmacology 2000; 40: 177-83.
3. Ross S, Maxwell S. Prescribing and the core curriculum for tomorrow’s doctors: BPS curriculum in clinical pharmacology and prescribing for medical students. British Journal of Clinical Pharmacology 2012; 74: 644-61.
4. Walley T, Webb DJ. Developing a core curriculum in clinical pharmacology and therapeutics: a Delphi study. British journal of clinical pharmacology 1997; 44: 167.
5. Wallace MJ, Zecharia A, Guilding C, Tucker S, McFadzean I. Developing a new undergraduate pharmacology core curriculum: The British Pharmacological Society Delphi method. Pharmacology Research & Perspectives 2021; 9: e00832.
6. White PJ, Larson I, Styles K, Yuriev E, Evans DR, Rangachari P, Short JL, Exintaris B, Malone DT, Davie B. Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours. Higher Education Research & Development 2016; 35: 619-33.
7. Freeman S, Eddy SL, McDonough M, Smith MK, Okoroafor N, Jordt H, Wenderoth MP. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences 2014; 111: 8410-15.
8. Wiernik PH, Public Policy Committee of the American College of Clinical Pharmacology. A dangerous lack of pharmacology education in medical and nursing schools: A policy statement from the American College of Clinical Pharmacology. The Journal of Clinical Pharmacology 2015; 55: 953-54.
9. Colquhoun D. The quantitative analysis of drug–receptor interactions: a short history. Trends in Pharmacological Sciences 2006; 27: 149-57.
10. Rang H. The receptor concept: pharmacology’s big idea. British journal of pharmacology 2006; 147: S9-S16.
11. Khurshid F, Noushad B, Whitehead D. Threshold concepts in the discipline of pharmacology-a preliminary qualitative study of students’ reflective essays. Health Professions Education 2020; 6: 256-63.
12. Keijsers CJ, Brouwers JR, de Wildt DJ, Custers EJ, Ten Cate OTJ, Hazen AC, Jansen PA. A comparison of medical and pharmacy students’ knowledge and skills of pharmacology and pharmacotherapy. British Journal of Clinical Pharmacology 2014; 78: 781-88.
13. Tripp B, Shortlidge EE. A framework to guide undergraduate education in interdisciplinary science. CBE—Life Sciences Education 2019; 18: es3.
14. Vallance P, Smart TG. The future of pharmacology. British journal of pharmacology 2006; 147: S304.
15. Giddens JF, Brady DP. Rescuing nursing education from content saturation: The case for a concept-based curriculum. Journal of Nursing Education 2007; 46: 65.
16. Giddens JF, Wright M, Gray I. Selecting concepts for a concept-based curriculum: Application of a benchmark approach. Journal of Nursing Education 2012; 51: 511-15.
17. Repsha CL, Quinn BL, Peters AB. Implementing a concept-based nursing curriculum: A review of the literature. Teaching and Learning in Nursing 2020; 15: 66-71.
18. Erickson HL, Lanning LA, French R. Concept-based curriculum and instruction for the thinking classroom: Corwin Press, 2017.
19. Ausubel DP, Fitzgerald D. Chapter V: Meaningful learning and retention: Intrapersonal cognitive variables. Review of Educational Research 1961; 31: 500-10.
20. Hestenes D, Wells M, Swackhamer G. Force concept inventory. The physics teacher 1992; 30: 141-58.
21. Allen K, Stone A, Rhoads TR, Murphy TJ. The statistics concepts inventory: Developing a valid and reliable instrument. In: Proceedings of the 2004 American Society for Engineering Education Annual Conference and Exposition, 2004: 1-15.
22. Porter L, Zingaro D, Liao SN, Taylor C, Webb KC, Lee C, Clancy M. BDSI: A validated concept inventory for basic data structures. In: Proceedings of the 2019 ACM Conference on International Computing Education Research, 2019: 111-19.
23. Landrum RE. Identifying core concepts in introductory psychology. Psychological Reports 1993; 72: 659-66.
24. Zechmeister JS, Zechmeister EB. Introductory textbooks and psychology’s core concepts. Teaching of Psychology 2000; 27: 6-11.
25. McFarland JL, Michael JA. Reflections on core concepts for undergraduate physiology programs. In: American Physiological Society Bethesda, MD, 2020.
26. Michael J. Conceptual assessment in the biological sciences: a National Science Foundation-sponsored workshop. In: American Physiological Society, 2007.
27. Marbach-Ad G, Briken V, El-Sayed NM, Frauwirth K, Fredericksen B, Hutcheson S, Gao L-Y, Joseph S, Lee VT, McIver KS. Assessing student understanding of host pathogen interactions using a concept inventory. Journal of Microbiology & Biology Education: JMBE 2009; 10: 43.
28. Merkel S. The development of curricular guidelines for introductory microbiology that focus on understanding. Journal of Microbiology & Biology Education: JMBE 2012; 13: 32.
29. Arthurs L, Marchitto T. Qualitative methods applied in the development of an introductory oceanography concept inventory survey. Qualitative inquiry in geoscience education research Boulder, CO: Geological Society of America Special Paper 2011; 474: 97-111.
30. Yasuda J-i, Hull MM, Mae N. Improving test security and efficiency of computerized adaptive testing for the Force Concept Inventory. Physical Review Physics Education Research 2022; 18: 010112.
31. West CG. AI and the FCI: Can ChatGPT project an understanding of introductory physics? arXiv preprint arXiv:230301067 2023.
32. Brown CE, Hyslop RM, Barbera J. Development and analysis of an instrument to assess student understanding of GOB chemistry knowledge relevant to clinical nursing practice. Biochemistry and Molecular Biology Education 2015; 43: 13-19.
33. Bretz SL, Linenberger KJ. Development of the enzyme–substrate interactions concept inventory. Biochemistry and Molecular Biology Education 2012; 40: 229-33.
34. Wright T, Hamilton S. Assessing student understanding in the molecular life sciences using a concept inventory. ATN Assessment 2008.
35. Kaye N, Ogle J. Overcoming misconceptions and enhancing student’s physical understanding of civil and environmental engineering fluid mechanics. Physics of Fluids 2022; 34.
36. Rennpferd MJ, Schroeder MV, Nguyen JJ, Lund-Peterson MA, Lancaster O, Condry DLJ. Application of the Microbiology Concept Inventory to improve programmatic curriculum. Journal of Microbiology and Biology Education 2023: e00110-22.
37. Hake R. The Impact of Concept Inventories On Physics Education and It’s Relevance For Engineering Education. In: Proceedings of the National Meeting on STEM Concept Inventories: Citeseer, 2011.
38. Guilding C, Faccenda E, Maxwell S, Szarek J. The IUPHAR Pharmacology Education Project: A global site for educators and learners. BRITISH JOURNAL OF PHARMACOLOGY 2023; 180: 568-69.
39. White PJ, Davis EA, Santiago M, Angelo T, Shield A, Babey AM, Kemp‐Harper B, Maynard G, Al‐Sallami HS, Musgrave IF. Identifying the core concepts of pharmacology education. Pharmacology research & perspectives 2021; 9: e00836.
40. Santiago M, Davis EA, Hinton T, Angelo TA, Shield A, Babey AM, Kemp‐Harper B, Maynard G, Al‐Sallami HS, Musgrave IF. Defining and unpacking the core concepts of pharmacology education. Pharmacology research & perspectives 2021; 9: e00894.
41. White PJ, Guilding C, Angelo T, Kelly JP, Gorman L, Tucker SJ, Fun A, Han J, Chen G, Samak Y. Identifying the core concepts of pharmacology education: A global initiative. British Journal of Pharmacology 2023; 180: 1197-209.
42. Guilding C, White PJ, Cunningham M, Kelly‐Laubscher R, Koenig J, Babey AM, Tucker S, Kelly JP, Gorman L, Aronsson P. Defining and unpacking the core concepts of pharmacology: a global initiative. British Journal of Pharmacology 2023.
43. Guilding C, White P, Cunningham M, Kelly-Laubscher R, Keonig J, Babey A-M, Tucker S, Kelly J, Gorman L, Aronsson P. Defining and unpacking the core concepts of pharmacology: a global initiative. 2023.
44. Cook DA, Beckman TJ. Current concepts in validity and reliability for psychometric instruments: theory and application. The American Journal of Medicine 2006; 119: 166. e7-66. e16.
45. Villafañe SM, Bailey CP, Loertscher J, Minderhout V, Lewis JE. Development and analysis of an instrument to assess student understanding of foundational concepts before biochemistry coursework. Biochemistry and Molecular Biology Education 2011; 39: 102-09.
46. DeVellis RF, Thorpe CT. Scale development: Theory and applications: Sage publications, 2021.
47. Libarkin J. Concept inventories in higher education science. In: BOSE Conf, 2008: 1-10.
48. Michael J, Cliff W, McFarland J, Modell H, Wright A. What Are the Core Concepts of Physiology? In: The core concepts of physiology: Springer, 2017: 27-36.
49. Harden RM, Sowden S, Dunn WR. Educational strategies in curriculum development: the SPICES model. Medical education 1984; 18: 284-97.
50. Portelli JP. Exposing the hidden curriculum. Journal of curriculum studies 1993; 25: 343-58.
51. Wilhelmus MM, Drukarch B. Lower scores in pharmacokinetics than in pharmacodynamics assessment among students in a health and life sciences curriculum. European Journal of Pharmacology 2020; 876: 173074.
52. Science AAftAo. Vision and change in undergraduate biology education: A call to action. Washington, DC 2011.
53. Clemmons AW, Donovan DA, Theobald EJ, Crowe AJ. Using the intended–enacted–experienced curriculum model to map the Vision and Change core competencies in undergraduate biology programs and courses. CBE—Life Sciences Education 2022; 21: ar6.
54. Rubaiy HN. Strategies to inspire students’ engagement in pharmacology courses. Pharmacy 2021; 9: 70.
55. Ragno R, Esposito V, Di Mario M, Masiello S, Viscovo M, Cramer RD. Teaching and learning computational drug design: student investigations of 3D quantitative structure–activity relationships through web applications. Journal of chemical education 2020; 97: 1922-30.