A questionnaire based study of pharmacology curriculum in undergraduate students (original) (raw)
Related papers
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.
Background: Pharmacology is one of the most evolving branches in medical sciences. Hence not only notions but also the teaching methodologies and evaluation methods need to be kept under continuous reform. Feedback from the medical students, for whom this reform is meant offers continuous directive for the improvement. Aims: To assess the change in student's attitude, perception & feedback on teaching-learning methodology and evaluation methods in Pharmacology at the end of this subject course. Materials and Methods: Total 140 second year medical students studying at Smt.Kashibai Navale medical college, Pune were selected; administered with a prevalidated questionnaire containing 25 questions in their first semester and same questionnaire with little modifications at the end of third (last) semester. Suggestions were also asked regarding the quality of good pharmacology teachers and modification in pharmacology teaching methods. Statistics: Descriptive statistics were used and results were expressed as percentage. Conclusions: The changes made in the Pharmacology teaching-learning methods with reference to students' response in first semester significantly evoked their interest in learning pharmacology; stressing need for continuous reform.
International Journal of Research in Medical Sciences
Background: Pharmacology, like any other branch of medicine, is progressing by leaps and bounds. Attempts have been made all over India to make the teaching of pharmacology more interesting and relevant. The course assessment instruments like feedback may help to know about the pros and cons of teaching and assessment methods. Currently, student’s feedback represents the primary means used by most programs to assess their methodology.Methods: A questionnaire was designed and given to second-year medical students to fill in and make suggestions according to the options given and were also free to express their own opinion at various places.Results: Majority of the students showed preference for tutorials, short answer questions and revision classes. About one third of the students felt that more group discussions should be introduced during teaching sessions. Students’ interest in microteaching and problem based learning was evident from their feedbacks.Conclusions: There is a need o...
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...
Journal of Evolution of Medical and Dental Sciences, 2016
BACKGROUND Pharmacology forms the backbone of rational therapeutics. The primary objective of teaching pharmacology is to enable undergraduate medical students to prescribe rationally. Hence, a survey was carried out at Medical Colleges of West Bengal to assess whether any change is needed in Pharmacology curriculum. MATERIALS AND METHODS This is a cross-sectional study involving junior doctors (house staffs, interns), faculty members of Pharmacology and clinicians of Medical Colleges of West Bengal in Kolkata, who were surveyed with 14 validated questionnaires which were designed based on internationally accepted "Likert Scale." A study was carried out involving ninety participants. Analysis was based on proportion and percentage wise distribution of various parameters used in the questionnaire. RESULTS In this study faculty member of pharmacology, clinicians and junior doctors who participated were ninety in number; 96.5% clinicians and 93.4% pharmacologists were in favour of bed side case study and integration of pharmacology with other clinical subjects; 93.1% clinicians and 93.3% pharmacologists were in favour of teaching some topics of pharmacology in final year again; 97% clinicians and 96.7% pharmacologists were in favour of partial handouts before lectures; 89.7% clinicians and 100% pharmacologists felt that improved training could have prevented adverse drug reaction. CONCLUSION So in this study, we evaluated that all the three groups are in favour of modification of undergraduate curriculum.
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 Evidence Based Medicine and Healthcare, 2019
BACKGROUND Feedback from the students in the form of a questionnaire helps to fill up the lacunae and in turn leads to requisite modifications required for the improvement of the subject. Reviewing of the teaching methodology and evaluation methods regularly by taking feedback from the students helps in improvement of the same and provides a scope for the alteration of the curriculum. Feedback also helps in enhancement of the students' performance. We wanted to evaluate the attitude, perception and feedback of medical undergraduates studying in Acharya Shri Chander College of Medical Sciences, on teaching learning methodology and evaluation methods undertaken in pharmacology. METHODS A cross-sectional questionnaire based observational study was conducted among the undergraduates from 5 th and 7 th semester of MBBS. A total of 174 students were enrolled in the study and they were required to fill up the questionnaire which contained questions on teaching learning methodology and evaluation methods in pharmacology. RESULTS Significant number of students (53.44%) regarded pharmacology as useful, practically important and interesting. Majority of the students (27.01%) favoured chalk blackboard lectures. Most interesting topic amongst students was CNS (20.68%), followed by ANS (18.96%). Clinical case sheet discussion (30.45%) was the favourite practical. Many students (29.88%) preferred to study from textbooks only. Majority of the students (35.05%) rated send up exams as the most useful evaluation method in preparation for the university professional exam. Maximum students (72.98%) considered assessment in pharmacology as fair. CONCLUSIONS The overall view of the students has been positive towards teaching learning methodology and evaluation methods adopted in pharmacology in our institution. The present study has provided valuable inputs and made us aware of the needs and expectations of the students, which in turn would help in planning the curriculum and improvisation of teaching and evaluation methods employed in our Institution.
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.
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.