Notice bibliographique
Résumé
Context and setting There are many ways to describe the side-effects of beta-blocker therapy, but for the past few years our students have been able to recall the liturgy of unwanted effects by remembering the lyrics to the ‘Beta-Blocker Blues’: ‘Got the blues; got them beta-blocker blues, Cold feet, cold toes, cold fingers, ice-cold beta-blocker blues.’ Why the idea was necessary The enthusiasm of our students for this unique form of teaching has been the impetus to create more ‘pharmacology blues’. The repertoire now includes ditties describing the side-effects of glucocorticoids (‘Moon-Face Blues’), problems of polypharmacy (‘Potentol Rag’) and an explanation of the Henderson−Hasselbach equation for absorption of weak acids and bases (‘Messrs H & H’). The song entitled ‘Zero Tolerance for You’ describes a series of pharmacological definitions defined in terms of a (decaying) romantic relationship. In addition to detailing drug side-effects, the songs can highlight other problems associated with drug use. For example, the benefits and drawbacks of prophylactic therapy are illustrated in a song about cholesterol-reducing strategies (‘Down to Five’). The problem of using 1 drug to treat the side-effects of another is dealt with in the song ‘Mr Miller’s Magic Panacea Pills'. The exotic sources for many widely used cytostatics are described in ‘Cancer Chemotherapy’. In this way, students can be made more aware of aspects of drug therapy that might not otherwise be covered in the lecture course: ‘My baby’s gone and left me – she says our love is dead, But bradycardia all day long stops fireworks in our bed.' What was done Last year, we were able to record the songs digitally in a professional studio. They can now be accessed by the global community of students and faculty staff from our web page (http://www.oppi.uku.fi/opk/video/ujbb/). The songs are available in mp3 format and the lyrics can be downloaded separately in either pdf or Powerpoint®. Evaluation of results and impact We have found that students can and do learn basic pharmacological facts simply by listening to the songs at home (pre-CD scores 30 ± 3%; post-CD 72 ± 4%), but we frequently incorporate the songs into appropriate lectures (e.g. ‘Alzheimer Blues’ in a lecture on antidementia drugs). In addition, they fit very well into revision quiz sessions: interspersing the songs between the rounds of a quiz makes it entertaining; more like a TV show rather than a dull revision session. In the months that the songs have been online, we have received positive responses from pharmacology teachers all over the world. These songs can be considered as ‘light edutainment’ but we are gratified that students' examination answers on the side-effects of beta-blocking drugs have improved since the advent of the ‘Beta-blocker Blues’: ‘These pills don’t stop my heartache – beta-blockers go to hell.'
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».