Abstract:To enhance successful communication, medical teachers are increasingly using teaching-learning media. To determine medical students' perception of blackboard(BB), overhead projector(OHP), Power Point Presentations(PPT) and there combination and to generate recommendations for their optimal use, a cross sectional questionnaire-based study was carried out among 5th semester medical students of the Bidar Institute of Medical Sciences, Bidar. Students made a forced choice between the three media and combination on 21 questions regarding their advantages and disadvantages. Resulting data was analyzed using percentages. Combination of BB & PPT was rated as best in allowing interaction (41.86%) and helping recall (55.81%). The BB+PPT were the best in providing information point wise (56.51%). More subject matter could be covered per lecture fast through PPT (44.19%). BB+PPT were best in imparting clinical details (62.79%), but BB alone was sleep inducing (39.53%). Overall preferred teaching aid was BB+PPT (83.72%). BB+PPT were best for problem based teaching (58.14%); stresses on relevant and increases thinking and understanding ability (55.81% each). Better perception of diagrams and concept understanding is best with BB+PPT (58.14% each). Students enjoy the lecture delivered by combination of blackboard and power point presentation. The study suggests that the using best available combination of teaching-learning media could make the lecture more interesting. It encourages the students to be attentive and actively participate in gaining better knowledge and allows interaction to take the lecture to the next level of excellence in future.

Abstract:Understanding current scenario of medical undergraduates regarding teaching as well as learning pharmacology and understanding its vital role in academics, clinics and research may greatly help in improving the teaching of this discipline. This study was conducted to evaluate medical students' opinions toward pharmacology teaching. 2 nd year MBBS students of 5 th term at Bidar Institute of Medical Science, Bidar who completed a selfadministered questionnaire that inquired concerning their views toward pharmacology teaching were enrolled in study. The majority (69.35%), of the participants were male and 30.65% were females. Majority of them agreed that printed handouts are must before class (64.52%), physiology part must be discussed prior to the class (95.16%), preferred black board (BB) i.e. 90.33% over power point presentation (PPT) i.e. 20.97%, seminars should be allotted to interested students (69.35%); experimental(83.88%), problem based learning(91.93%), clinical pharmacology(77.42%) helps during clinical posting. Majority liked to discuss with clinical cases (98.38%), group discussion (90.32%) improves understanding and memorizing drugs was difficult (87.10%).The study reviewed the general perceptions of students regarding the pharmacology teaching. It needs concerted efforts to make learning pharmacology an interesting experience and to identify priority areas for such improvements.