1 College of Pharmaceutical Sciences Andries Koster, Irma Meijerman Dept. Pharmaceutical Sciences, Utrecht

2 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

3 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

4 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

5 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

6 Year-1: reversed drug pipeline

7 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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9 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)

10 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

11 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 Discovery Drug Development = profile - Major

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13 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

14 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

15 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)

16 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), B.C.