Students' perceptions about learning pharmacology at a single private institute in Malaysia (original) (raw)
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Students’ perceptions about learning pharmacology at a single
Objective: Understanding current perceptions of medical students regarding learning pharmacology and understanding pharmacology’s important role in both clinical practice and research may be helpful in improving the teaching of this discipline. This study was conducted to evaluate medical students’ opinions toward pharmacology. Methods: One hundred fifty medical students, randomly selected from the Management and Sciences University (MSU) in Malaysia, completed a self-administered questionnaire that inquired concerning their views toward learning pharmacology. Results: The majority (75.3%), of the participants were female and (68%) were Malays whose parents were nonmedical professionals (88.7e95.3%). The average percentage of respondents agreeing to participate (47.15 11.69) was highly significant (p < 0.0001) compared with the average percentage of respondents that disagreed (9.97 3.15). The percentage of students that considered pharmacology as a favoured subject and a choice for post-graduate studies was significantly lower (p < 0.05) compared with the percentage that did not, although the students that agreed were less than 30% of the total participants. Conclusions: The study found that the general perceptions of students regarding the study of pharmacology
2015
Background: Pharmacology, like any other branch of medicine, is progressing by leaps and bounds. Consequently, reforms in undergraduate teaching are the need of the hour. Objectives: To determine the medical students’ perception and r eceive feedback on teaching and learning of pharmacology in our institution. Material and Methods: This was a cross predesigned questionnaire containing 23 points was administered to fifth term medical students. Results: 73.43% wanted the faculty members to make more use of Audi o learning. 98.43% students wanted to include case ba s d learning in the curriculum students wanted more of the clinical pharmacology t o be introduced in the curriculu participants wished recent advances to be included in the curriculum and almost 80% were in favour of MCQs to be included in assessment of their acade mic performance. Only 26% participants felt rabbit eye experiments was appropriate reflecting a need for reforms. Only 10.93% students were willing to consider p...
Journal of Chitwan Medical College, 2022
Background: Learners' feedback is considered an effective tool in evaluating teaching-learning methods and revising curriculum. The aim of the present study was to assess perception and feedback of undergraduate medical students towards teaching-learning pharmacology. Methods: This was a descriptive cross-sectional questionnaire-based study conducted among 183 undergraduate medical students of Chitwan Medical College, Chitwan Nepal from March 2021 to April 2021.. Perception and feedback of students towards teaching-learning pharmacology was assessed using a pretested and validated questionnaire. Results: More than half (53.6 %) of the students reported pharmacology as their favorite subject, but only 27.4 % students would opt to pursue post-graduation in the same subject. Majority of the students opined a review of curriculum was necessary with inclusion of recent advances (86.4 %) and emphasis on national health problems (83 %) with a change in assessment (inclusion of multiple choice questions) (83 %). Liquid-crystal display (LCD) projector and whiteboard combined was chosen as the ideal teaching-learning media and group discussion as the ideal teachinglearning method by 85.2 % and 53.6% of students respectively. Majority of the students suggested more use of audiovisual aids (94.5%) and inclusion of case-based learnings (98.9 %) into the curriculum. Conclusions: Perception of students towards teaching-learning pharmacology was positive. A review of the current curriculum with inclusion of a new assessment tool was suggested.
2020
Background: Pharmacology practical exercises compliment the theory classes and are effective tools to develop skills and competencies of a medical graduate. Off-late, the content and nature of pharmacology practicals have witnessed some changes such as inclusion of self-learning modules. These include seminars, clinical case discussions and problem-solving exercises. Insights about the perceptions and preferences of the students help to plan relevant exercises. There is no publication of students’ perception about the usefulness of practicals conducted during the whole course of the second year MBBS. Materials and Methods: This cross sectional study was conducted in 72 students of Karuna Medical College who had completed IInd MBBS course. The students were provided a predesigned proforma to obtain their feedbacks on two aspects of each practicals. One, whether it was interesting and other was a rating of their preferences on a scale of 1 to 5, where 1being least and 5 being excellen...
ABSTRACT Background: Pharmacology, being both basic and applied science, forms the backbone of rational therapeutics in medical field. Understanding of current perceptions and opinions of medical students is important for the betterment of teaching-learning methodologies in pharmacology subject. This study done with the objective to determine the perception and feedback of teaching learning pharmacology. Methods: Descriptive cross sectional questionnaire based study was conducted in Nepalgunj Medical College Chisapani, Banke Nepal, among second year MBBS students in September 2017. A questionnaire distributed in class and then collected. Data was analysed using the Statistical Package for Social Sciences (SPSS). Results: Total 119 students, 78 male and 41 females participated in this study. The percentage average of agreed responses for 15 questions (58.92±19.53) was significant (p <0.05) when compared with the percentage average of the disagreed (5.42± 5.17). Seventy three (61.3%) students agreed that pharmacology is a favourite subject but the preferences for pharmacology as a subject in post-graduation was low (18.5%). High proportion of students wanted the faculty members to make more use of Audio-Visual aids 93.3%, case based learning 96.6%, more clinical pharmacology, 97.5%, group discussions, 88.2%, integration to clinical sciences 92.4% and 82.4% prefer MCQs to be introduced in the curriculum for effective learning. Conclusions: Introduction of integrated teaching, MCQs, case based, and group based discussion with clinical pharmacology and audio-visual aids was favoured by majority of the students. Regular reviewing perception and feedback of the students help teachers to plan the curriculum and improve the teaching methodologies. Keywords: Feedback, Pharmacology, Perception, Student, Teaching-learning
IOSR Journals , 2019
Introduction: Pharmacology, like any other branch of medicine, is progressing by leaps and bounds. Therefore, reforms in undergraduate teaching are the need of the hour. It is generally agreed that reviewing the teaching program at regular intervals and modifications in the methodologies of imparting basic knowledge about drugs and drug therapies is a must in medical education. In view of this, the present study was conducted to determine the perception and feedback of teaching/learning Pharmacology using a pre validated questionnaire among 3 nd M.B.B.S. (Sixth Semester) professional year students by Department of Pharmacology at Andhra Medical College, Visakhapatnam.Aim:.To understand the perceptions and to evaluate the items of core knowledge, items of core skills and items of integration skills among 3rd professional year M.B.B.S. students in learning pharmacology and therapeutics.Methods: This was a cross-sectional study done using a pre validated Questionnaire. The study was in the A questionnaire containing 15 questions were given to each student and they were asked to marksingle best suitable option. Totally 170 students participated in the study. The questionnaire was based on previous studiesundertaken on the evaluation of perception and feedback of teaching/learning in pharmacology and it was suitably modified for our sixth semester medical students. The completed questionnaire was collected and data was analyzed. All thequestionnaires were manually checked for the completeness and then coded for entry in Microsoft Excel sheet.Results:16 questionnaire's were incomplete and therefore 156 questionnaire's were Analyzed using Statistical Package for Social Sciences (SPSS), Version 20.0.Conclusion. : The traditional methods of teaching pharmacology needs to be changed because of the ban on animal experimentation and the gaining importance of Translational Pharmacology. The teaching learning methods should include computer assisted laboratory(CAL) for comprehending experimental pharmacology and problem based learning, and bed side teaching for comprehending therapeutics. Moreover active involvement of students in Pharmacovigilance is also recommended. The limitation of the study is the sample size.
Evaluation of pharmacology teaching-learning methods in a government medical college
International Journal of Basic and Clinical Pharmacology, 2016
Background: Pharmacology is a major subject in medical science and always changing, so according to it pharmacologists also need to reform their teaching method. Students' opinion in this evaluation of teaching is a good option. Methods: A questionnaire based study was conducted in Burdwan Medical College on 230 students of two batches. Results: One forty eight students thought that the subject was interesting. Twenty eight percent students opined that Pharmacology class was not interesting. Students found interest mostly in prescription writing, drug interaction and therapeutic problems in practical section. Though 53.4% found pharmacy was less interest. They suggested some reforms in teaching, 61.3% voted for introduction of audiovisual aid and 74.3% response on clinical demonstration in hospital ward. According to 82.6% students, there should be more problem solving exercise during teaching pharmacology; giving handout before everyday class, class in clinical setting and more emphasis on clinical pharmacology were also needed. MCQ exam only (31%) and written viva both (51%) were good ways of evaluation according to them. Conclusions: This study helps in knowing students' opinion and preferences in curriculum to make it more interesting and aids to modify the undergraduate Pharmacology teaching pattern.
2021
Background: Periodic students’ feedback ensures and enhances the effectiveness of the curriculum. Objective: This study was designed to obtain students appraisal of the undergraduate pharmacology curriculum and teaching methodology. Methodology: This cross-sectional study was conducted in the Department of Pharmacology at Colonel Malek Medical College, Manikganj, Bangladesh from May to June, 2019 for a period of two months. Questionnaire-based data were collected from students of both sexes who had completed 3rd Professional examination. Likert Scale was applied to collect students’ feedback on pharmacology. Results: A total number of 40 students were recruited for this study of which 60.0% students were strongly agreed about organized teaching. About 47.5% students were agreed that the course was appropriate at their level. However, 55.0% of them strongly agreed that teacher provided clear constructive feedback during class. Total 60.0%, were agreed that the course improved their p...
ASSESSMENT OF PHARMACOLOGY TEACHING - A CRITICAL APPRAISAL BY MEDICAL SCHOOL LEARNERS
ABSTRACT Background: Students feedback is an indicator of the success of any teaching methodology followed in a department. Aim: To identify strengths and weaknesses in the current teaching-learning and evaluation methodology in pharmacology using feedback from second MBBS students in Meenakshi Medical College and Research Institute. Materials and Methods: Questionnaire was designed and finalised after a departmental discussion in concurrence with the Medical Education Unit. The study subjects were 115 (2011batch) second-year medical students. They were requested to fill the questionnaire. A 10- item multiple choice questionnaires were used to explore the student’s opinion on teaching. The questionnaires were analyzed. Results: 115 II M.B.B.S students participated and descriptive statistics was used for analysis of data. The analysis revealed 82.82%, 72.17% and 93.64% student’s interest towards writing classification of drugs, weekly test and viva-voice respectively. Conclusion: The present study has helped us to elicit the student preference regarding pharmacology teaching and its outcome would be helpful in modifying undergraduate pharmacology teaching patterns.
Acta Pharmacologica Sin, 2004
Traditional pharmacology teaching has focused more on drug instead of therapeutics, such that although pharmacological knowledge is acquired, practical skills in prescribing remain weak. In Malaysia many new medical schools (both public and private) have been set up in the last 12 years due to a change in government policy, resulting in a wide spectrum of medical curricula. Universiti Malaya (UM) being the oldest medical school in Malaysia was deep set in its traditional way of teaching-learning, since its inception in 1962, until a visit from the General Medical Council of the United Kingdom in 1984 triggered off a change of tide. Since then the medical curriculum in UM has undergone two major revisions. The first revised curriculum (1988) aimed to inject more clinical relevance into basic science teaching, through introducing clinical lectures and skills in the paraclinical year. Professional behaviour was also addressed. The second revised curriculum (1998) sought to improve further the integration of knowledge as well as to produce a holistic doctor, viewing the patient as a person instead of a clinical entity. The teaching-learning of pharmacology has gradually moved from factual regurgitation to more clinical reasoning, from lab-based to more patient-oriented approach. As more new medical schools are being set up in Malaysia, exchange of experience in this area of learning will hopefully help us find a happy medium between "the old is best" and "the new is better" type approach so that a pedagogically sound and yet logistically practical curriculum can be found in our local setting, to help produce doctors with good prescribing practice.