Attitude, perception and feedback of second year medical students on teaching-learning methodology and evaluation methods in pharmacology: A questionnaire-based study

INTRODUCTIONThere is a growing awareness that learners' views of their educational experiences are valuable in assessing the effectiveness of course content and teaching methods. Student feedback is a critical component of the teacherlearner cycle.1 In many medical colleges, instruction of students in pharmacology remains formal and may be inadequate. Pharmacology is one of the most important subjects that form the backbone of rational therapeutics. The primary objective of teaching-learning pharmacology is to enable medical students to take rational therapeutic decisions in clinical practice.2 Pharmacology is often perceived as dry and volatile by most second-year MBBS students. Due to content overload, students also find it difficult to remember and recall pharmacological terms, concepts and drug names in the subject. Many attempts have been made by various colleges all over India and abroad to make the teaching-learning of pharmacology more interesting and relevant.3 It is generally agreed that reviewing the teaching program at regular intervals and modifications in the content and methodologies of imparting basic knowledge about drugs and drug therapies is a must. 4 Questionnaires offer an objective means of collecting information about the student's attitude, belief, behaviour and knowledge. However, questionnaires should be validated, reliable and standardized. Understanding current perceptions held by future medical practitioners regarding pharmacology for its role in application of basic concepts to clinical practice may be helpful for introducing appropriate changes into the curricula where and when necessary. ABSTRACT Background:In order to ensure a successful and sustainable curriculum, regular feedback from students about their views of teaching and learning experience is a must. The purpose of this study was to assess whether course content and teaching-learning aids are actually supporting the curriculum goals and what reforms can be implemented for the betterment of teaching pharmacology for medical students. Methods: After Institutional Review Board approval (IRB), a total of 120 second-year medical students of the Kamineni Academy of Medical Sciences and Research Centre (KAMSRC), L.B Nagar, Hyderabad, Telangana were interviewed with a structured questionnaire. Descriptive statistics were used for analysis of data and the results were expressed as percentage (%). Results: Pharmacology was considered a useful subject by 51% of second-year-MBBS students. They found cardiovascular system (34%) followed by chemotherapy (21%) as the most interesting topics. 25% students liked didactic lectures followed by MCQs (19%). A whopping 50% suggested the lectures should be clinically-oriented. 35% students studied from a combination of lecture notes and text books. According to them, the pharmacology teacher should be knowledgeable and student-friendly. About 77% students think that pharmacology teachers have those qualities. Conclusions: This study revealed that the medical students wish to learn pharmacology...

Section: Methodsmentioning

confidence: 99%

Feedback of second-year medical students towards teaching/learning of pharmacology in a private medical college of India

Zaman

Beedimani

Pavani

et al. 2016

“…The following questions are to be answered on a scale of [1][2][3][4][5] Training with CAL will help me in preparing better for the final university examination 7…”

Section: Annexure 1: Student Feedback Questionnairementioning

confidence: 99%

“…1,2 Many attempts have been made by various colleges all over India and abroad to make the teaching-learning of pharmacology more absorbing and appropriate. Similarly, changes have been done to make theory and practical teaching go hand in hand.…”

Section: Introductionmentioning

confidence: 99%

“…3,4 To be in tune with the current knowledge and technology, it is imperative to review the various teaching methods available periodically. 2 In the recent years, the undergraduate training in pharmacology has made progression with the use of several new teaching techniques namely small group discussions, problem based learning, role play demonstration, case based learning, software programs like Computer assisted learning (CAL), graphical illustrations, clinical pharmacology studies. [5][6][7][8] Student feedback plays a vital role in the implementation of newer teaching learning methods.…”

Section: Introductionmentioning

confidence: 99%

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Comparison of computer simulation and graphical illustration for teaching experimental pharmacology to undergraduate students

Kaur

Garg

Singh³

et al. 2017

Background: Nowadays, medical schools all over the world are incorporating newer methods of teaching experimental pharmacology like computer simulation, besides using graphs, charts, didactic lectures. The present study compared the effectiveness and acceptance of two commonly used methods, namely, computer simulation and graphical illustration in teaching experimental pharmacology to undergraduate medical students.Methods: 90 students of 2nd Prof MBBS were divided into 2 groups and were given either computer simulation or graphical illustration via a cross-over design at two settings, which was followed by a post-test for that particular session. Feedback was taken from the students and the faculty. The data obtained was analyzed using descriptive statistics.Results: The average marks scored by the students in sessions using CAL (67.8%) was significantly high (p=0.008) as compared to teaching by graphical illustrations (60.4%). 71% of students found CAL improved their learning skills better than graphical illustrations. 85% students and 80% faculty agreed that there should be a judicious mixture of CAL and graphical illustrations for a better understanding of drugs.Conclusions: CAL is a beneficial and effective learning tool in teaching experimental pharmacology. For better understanding, graphical illustrations should be used as an adjuvant to CAL.

“…3 It is accepted that the feedback from students serves as an effective tool in developing teaching methodology and evaluation methods in undergraduate teaching. 6,7 Several studies in medical field have addressed and evaluated the teaching and learning methodology so as to understand the difficulties students face and to bring in changes and modification in methodologies for imparting sound knowledge of pharmacology. [6][7][8][9] However there exists paucity in literature with regard to dental students and hence the present study was conducted to assess the dental student's attitude, perception and feedback on teaching-learning methodology and evaluation methods in pharmacology.…”

Section: Introductionmentioning

confidence: 99%

Dental students’ perceptions and feedback on teaching and learning pharmacology

Patel

Katlam

2017

Background: There is a shift in the teaching learning process with the advent of newer methodologies. The present study was conducted to obtain feedback from 2 year dental students regarding teaching and learning methodology and their perception about pharmacology.Methods: This was an observational, cross-sectional questionnaire based survey. A self-designed questionnaire containing 10 questions with 4-6 options regarding the teaching and learning methodology was given to 2nd year dental students. Responses was collected and data was compiled in Microsoft excel and statistically analyzed.Results: A total of 97 students participated in this survey. Students opinion revealed that, Gastrointestinal followed by general pharmacology and cardiovascular system were the most favorite topics. Majority preferred studying from “standard text books” and method of learning was “understanding” of the subject rather mugging. Majority of the students said that preferred lectures taken via LCD projectors and rated viva and MCQ as preferred method of evaluation university exams. Interactive classes and tutorials were the most preferred techniques.Conclusions: The study concluded that interactive classes and overhead /LCD based lectures should be inculcated in routine learning and teaching program of pharmacology. There is a need to qualitatively assess the various teaching and learning methods, so as to understand students views and their perception for improving teaching and learning pharmacology. The outcome will help us to modify and improve quality of under graduate dental pharmacology teaching and learning.