Students’ perceptions about learning pharmacology at a single (original) (raw)
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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.
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...
A questionnaire based study of pharmacology curriculum in undergraduate students
Pharmacology, a branch of medicine is progressing by leaps and bounds, but medical students decry the way it is taught, its examinations, its usefulness when they practice. Hence to assess the students attitude, perception and feedback on teaching – second year mbbs students (127 in number) were included. They were administered a pre-validated questionnaire containing – questions based on internationally accepted " Likert Scale ". Analysis was based on median score, and percentage wise distribution of the various parameters used in the questionnaire. Students were in favour of many changes in pharmacology like learning pharmacology simultaneously with clinical condition to correlate drug with diseases and teaching some topics during prefinal or final year to achieve the said objective, preferring case studies and treatment as part of regular teaching schedule, incorporation of clinically oriented lectures, preferring partial handouts before lectures and incorporation of MCQS in rating evaluation methods for examination.
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...
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.
A Study on Pharmacology Curriculum in Under Graduate Students
IOSR Journals , 2019
Background: Pharmacology, being both basic and applied science, forms the backbone of rational therapeutics in medical field. This study was done to determine the perception and feedback of teaching learning pharmacology as it isimportant for their betterment.. Methods: Descriptive cross sectional questionnaire based study was conducted in Siddhartha medical college, Vijayawada, India 2019. A questionnaire was distributed in the class and then collected. Data was analysed using the Statistical Package for Social Sciences (SPSS). Results: Total of 100 students, 19 males and 81 females participated in this study. mean age ±SD of the students was 20.46±0.84. 42 students agreed that pharmacology is a favourite subject but the preferences for pharmacology as a subject in post-graduation was low (12%). 80% of students wanted the faculty members to make more use of AudioVisual aids. 66% favoured Group discussions y, followed by Didactic lectures, 50% and Tutorial, 32%. The most difficult system to understand was autonomic nervous system (47%) followed by central nervous system, (43%) Conclusions: Student's need more clinical orientation to the Pharmacology teaching at undergraduate level to make the subject more understandable and interesting with modern advancing technology of teaching and learning.
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
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.
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.