THE USE OF SIMULATORS IN THE TEACHING OF PHARMACOLOGY. STUDENTS' OPINION OF THE BACHELOR'S DEGREE IN CHEMISTRY PHARMACEUTICAL-BIOLOGIST

The use of technology as support in undergraduate teaching is a daily activity. The selection of devices, programs and applications is a decision that has better results when it is agreed upon. The biologist pharmacist chemistry course is taught at the Faculty of Chemistry of the National Autonomous University of Mexico. The pharmacology professors use computers, programs and books for teaching. The pharmacology course is taught in theoretical sessions and experimental sessions. Recently, the coordinator gave us a simulator to assess it. Regardless of the opinion of the other teachers, we decided that the students worked with both versions, both the experimental and the simulator. Subsequently, we asked the students their opinion of both versions. In this work, we share the findings. Methodology. The selected practice was: "Dosage-quantum response", it was explained to the students that there was a simulator version and experimental practice, as well as our interest in knowing their opinion. It was clarified that their participation was voluntary, and its authorization was requested to publish it. The activities were carried out in the facilities of the Faculty of Chemistry. Later, in the classroom, his opinion was requested in writing from both sessions. Results: the information obtained was analyzed and classified. Results: 11% of the participants preferred the experimental session, because by doing the procedure they understood the theory better. 12% found the virtual session better because it was demonstrative, and they did not have to use experimental rats. 13% stated that the virtual session was very comfortable, but finally it was essential to do the experimental practice to learn things like calculate the dose, handle the rats, inject the rats, calculate the dose of the drug, make the graphs and do the statistics. 15% stated that they did not want to use simulators because they considered that it was not useful. Conclusions: every day is more frequent the use of simulators for teaching in undergraduate, the incorporation of simulators is almost always to save resources. In the assessment of the simulators, students and professors must participate, because the appreciation is different and complements each other. The selection of virtual programs should be relevant and there should be a correspondence of learning competences with future work competencies.