520 Discussion I old

My view of the content has shifted from “learning facts” to “building clinical reasoning.” Early on, I focused on definitions, pathways, and drug classes in isolation. Now I naturally ask: What is the primary problem, what is the body doing about it, what is the most likely risk if it progresses, and how do I match a medication to the mechanism while anticipating adverse effects and interactions. That change has made the material feel more usable and less like a checklist.

My favorite part of the course was the moment everything started connecting: when I could explain why a medication worked based on the underlying pathophysiology, and then predict the side effects from the same mechanism. I especially liked case-based learning because it forced me to think like a clinician, not just a student.

The most difficult part was managing the sheer volume while still maintaining understanding. Pharmacology can feel endless because each “exception” matters clinically, and it is easy to drift into memorization without context. For me, the hardest topics were the ones where multiple systems intersect, like renal and hepatic considerations, endocrine feedback loops, and when comorbidities change what would otherwise be a straightforward medication choice.

References

Institute for Safe Medication Practices. (2024, January 10). High-alert medications in acute care settings. https://home.ecri.org/blogs/ismp-resources/high-alert-medications-in-acute-care-settings

Kohn, L. T., Corrigan, J. M., & Donaldson, M. S. (Eds.). (2000). To err is human: Building a safer health system. National Academies Press. https://www.nationalacademies.org/read/9728/chapter/13

World Health Organization. (2017, March 29). WHO launches global effort to halve medication-related errors in 5 years. https://www.who.int/news/item/29-03-2017-who-launches-global-effort-to-halve-medication-related-errors-in-5-years