Feedback on and knowledge, attitude, and skills at the end of pharmacology practical sessions (original) (raw)
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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
Knowledge, attitude and practice of pharmacology teaching among practitioners of Northern India
Pharmacology remains one of the most important subjects of medical curriculum and is also regarded as one to be forgotten very easily. This study aims at getting an idea about knowledge attitude and preferences in teaching, various learning methodologies, rational pharamcotherapy and knowledge seeking practice in Pharmacology among our practitioners. It is analytical study. 280 general practitioners of Northern India with an adequate exposure to Pharmacology learning before are being analysed. The response of these practitioners to a questionnaire on various areas of teaching, learning methodology in Pharmacology was analysed under different subtopics and heading like student oriented teaching, learning methodologies, knowledge exploratory behaviour etc., using a software SPSS 17(version). Questions which were not answered were considered as invalid. Results show that majority of the practitioners preferred improved learning methodologies, eg., 90% liked case based discussions, 94% felt integrated teaching more wholesome, and 82.6% felt group discussions are better for allied topics. A change of attitude towards learning pattern has been seen. Knowledge of rationality in drug use is deficient in 22%. Interest to update recent advances in medicine is found in 34.6% only. The study clearly suggested that even our practitioners preferred an interactive session filed with the content of case discussions, and supported MCQs as a better and reliable method of evaluation and also they are of view that the tough chapters be dealt differently possibly by practicals. Practical sessions can be helpful in teaching basic concepts and also about rational pharmacotherapy. Knowledge seeking behaviour needs improvisation by teacher.
BACKGROUND AND OBJECTIVES: Rational prescribing of drugs and good clinical practice are the most important factors which prepares an internee to be an efficient doctor. This can be expected only if an intern’s clinical pharmacology knowledge is adequate. The aim of the study was to assess the clinical pharmacology (CP) knowledge of an internee and to know how far he is equipped to prescribe the drug rationally. METHODS: All the internees of Sri Siddhartha medical college were administered with a semi structured questionnaire. The questionnaire sought information about demographics, undergraduate CP teaching, experiences of adverse drug reaction and drug interaction and confidence in drug prescription. Suggestions regarding improvising under graduate CP teaching were also enlisted. RESULTS: It was observed that out of 66 subjects recruited only 46(70%) possessed average knowledge about clinical pharmacology and 41(62.1%) disagreed that undergraduate CP teaching had equipped them to p...
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.
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.
Advances in Medical Education and Practice, 2012
The study aimed to review the prescribing knowledge of first-year postgraduate doctors in a medical college in India, using the principles of good prescribing, to suggest strategies to improve rational prescribing, and to recommend what curriculum planners can do to accomplish this objective. Methods: Fifty first-year postgraduate doctors were asked to fill in a structured questionnaire that sought information regarding their undergraduate training in clinical pharmacology and therapeutics, prescribing habits, and commonly consulted drug information sources. Also, the questionnaire assessed any perceived deficiencies in their undergraduate clinical pharmacology teaching and sought feedback regarding improvement in the teaching. Results: Eighty-eight percent of residents said that they were taught prescription writing in undergraduate pharmacology teaching; 48% of residents rated their prescribing knowledge at graduation as average, 28% good, 4% excellent, 14% poor, and 4% very poor; 58% felt that their undergraduate training did not prepare them to prescribe safely, and 62% felt that their training did not prepare them to prescribe rationally. Fifty-eight percent of residents felt that they had some specific problems with writing a prescription during their internship training, while 92% thought that undergraduate teaching should be improved. Their suggestions for improving teaching methods were recorded. Conclusions: This study concludes that efforts are needed to develop a curriculum that encompasses important aspects of clinical pharmacology and therapeutics along with incorporation of the useful suggestions given by the residents.
Favorable Student Attitudes Towards Pharmacology in a Medical College in Western Nepal
2000
Traditional pharmacology teaching in medical schools does not adequately prepare the student for rational practice. Recently a number of modifications have been introduced in pharmacology teaching and learning. At the Manipal College of Medical Sciences, Pokhara, Nepal pharmacology is taught in an integrated manner with the other basic science subjects during the first four semesters of the undergraduate medical course.
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.
INTRODUCTION Pharmacology is one of the most progressive and constantly changing basic medical science subjects. It is taught in 3rd, 4th, and 5th semesters of our medical curriculum, and it is the backbone of rational therapeutics. Sound knowledge of this subject plays a very important role in developing a rational approach toward treating patients. It needs to be taught and learnt effectively so that the benefit of the rational use of drug and cost-effective treatment reach the grass root levels of the community with the help of basic doctor. The curriculum of pharmacology being implemented is currently lacks uniformity at different medical colleges due to the lack of a clear directive from the Medical Council of India (MCI) and has failed to keep pace with the rapid changes and the requirements of clinical practice. 1 A famous pharmacologist also wrote, " the undergraduate (UG) medical curriculum in pharmacology, which has been a topic of intense debate among the pharmacologist unfortunately, has not undergone the requisite changes commensurate with the explosion of knowledge, techniques and new drugs have flooded the medical scene. " 2 Didactic lectures, tutorials, and practical classes are the common methods of teaching in most of the medical colleges of India. The scientific curriculum of our subject and the innovative teaching methods would produce the vision and roadmap which can fulfill the academic objectives. It is believed that reviewing the teaching methods on getting feedback from the students and the modification of methodologies accordingly is very important for the UG medical teaching. 3,4 ABSTRACT Background: The objective of current study was to obtain an opinion from 2nd professional year passed medical students on current curriculum, teaching methodology and importance of pharmacology subject and to identify the area of improvement. Methods: A set questionnaire was distributed among randomly distributed to 2nd year passed 100 undergraduate (UG) students to each of four medical colleges. They were instructed to tick out the best possible option of each question on the basis of their own perceptions. They are also asked to give suggestion to improve teaching and learning of pharmacology subject. Results: Out of the 400 students, only 387 responses of students were suitable for data analysis. The majority of students 99.22% (384) were unsatisfied with the practical teaching. Teachings of preparing and dispensing types of exercises were irrelevant in today's clinical practice according to 87.78% of the students and were in favor of the deletion of such exercises from the curriculum. The analysis showed that 62.27% of the students were the opinion that animals should not be used in experimental pharmacology. More than half of the UGs (63%) supported the use of computer assisted learning. All of the students were interested in the inclusion of case, problem and multiple choice based question discussions in the regular teaching classes followed by quizzes (31.78%) and group discussions (14.47) while small number of students (1.03%) were interested in the conduction of seminars. Conclusion: There is an urgent need to reform the curriculum and practical teaching methods for fulfilling the objective of reading pharmacology.