Competency-based Physiology UG curriculum: Use of novel learning tools

Barde, Pradip; Deepak, K K

doi:10.25259/ijpp_277_2020

Cited by 3 publications

(4 citation statements)

References 2 publications

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“…Previous studies on peer RP for medication communication reported that TL provides immense confidence in communicating. 9,10 In this study also, majority participants felt that RP as a TL method provides confidence towards prescription communication. It's worthwhile to note that participants liked the team approach, and provided positive feedback towards RP as a TL tool, and prefer more such sessions.…”

Section: Discussionmentioning

confidence: 58%

“…Previous studies also stressed on the importance AETCOM modules, and students found them to be effective. 10,11 Reflection means to pause and look back at the event and to learn lesson from the event. How to develop reflective competency among students is a fertile soil for further research.…”

Section: Discussionmentioning

confidence: 99%

“…[5][6][7][8][9] They also stressed on the need of team-based learning, and use of skits with RP for AETCOM module. 10,11 A recent review suggested that feedback combined with reflection can significantly contribute to SDL and reflective practice. 12 Also, it is evident from studies that majority of learners (78.3% to 100%), appreciated the concept of integrating different subjects and specialties.…”

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confidence: 99%

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Learner’s perspectives on competency-based medical education in pharmacology at a tertiary care teaching hospital in South India

Chakraborty

Meharban²,

Kamath³

2022

Int J Basic Clin Pharmacol

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Background: Competency based medical education (CBME) was implemented recently in India. The study was conducted to evaluate the perspectives of undergraduate medical students towards CBME curriculum in pharmacology at a tertiary care medical college in South India.Methods: After the completion of the curriculum, feedback was taken in a semi-structured, validated questionnaire. It was based on Kirkpatrik’s level 1 model of evaluation. Majority of the questions were framed on a 5-point Likert's scale (1 being poor to 5 being excellent). Qualitative data was collected by open ended question on additional comments.Results: The response rate was 72.8%. Majority of the participants rated the theory classes, practical classes, small group discussions, self-directed learning, integration, and assessments as good and excellent. More than 80% participants rated role play as an innovative and worthwhile concept towards mastering prescription communication. They felt that role play ignites team work, and provides confidence. Close to 90% of the participants rated the overview on emergency use authorization, orientation on drug regulators, perspectives on hydroxychloroquine prophylaxis as effective and excellent. More than 85% participants felt that AETCOM provided them insight on ethical issues, patient communication, and perspective of doctors as caregivers. 9.8% (16) participants provided comments to open ended question for feedback.Conclusions: The study provided an insight of medical undergraduates towards CBME curriculum. Further studies can be designed to look into the effectiveness of teaching learning methods based on the performance of the students, perspective of faculties with focus faculty development, and role of various stakeholders.

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Section: Discussionmentioning

confidence: 58%

Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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Learner’s perspectives on competency-based medical education in pharmacology at a tertiary care teaching hospital in South India

Chakraborty

Meharban²,

Kamath³

2022

Int J Basic Clin Pharmacol

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“…It increases students' enthusiasm for learning if it were carefully applied. 6 Roleplay, case-based learning, and reflective writing have proven beneficial and meaningful in earlier published studies. 3,7 A research study with second-year medical students indicated that role play mode of learning proved to be essential for learning effective communication skills prior to initiation of therapy.…”

Section: Introductionmentioning

confidence: 99%

Learner’s perspectives and outcomes of peer role play as a teaching learning method for prescription communication skills in second year medical students at a tertiary teaching hospital in India

Asanaliyar,

Kamath,

Chakraborty

2024

Int J Basic Clin Pharmacol

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Background: Medical education in India is experiencing a positive shift from traditional curriculum to competency-based medical education. Among the different initiatives, inclusion of role-play with specific aim of improving prescription communication skills in the current curriculum, could lead to beneficial patient- response outcomes. This study aims to evaluate the undergraduate medical student’s perspectives on implementing role-play for learning about prescription communication. Methods: This was a cross-sectional observational study conducted in the department of pharmacology involving second-year medical students of Vydehi institute of medical science and research centre participating for a month-long duration. An internally validated questionnaire was used to assess students’ perspectives on role-play in prescription communication. The outcome was evaluated based on students’ performance in prescription writing and appropriate communication before and after the role-play session. The data obtained was analysed using the SPSS software. Results: The mean score for the overall benefit of role play for prescription communication for all responding participants (n=163) was 4.2 out of 5. In this study, 89.4% of students agreed that role-play in prescription communication should be an essential aspect of their training in the curriculum and is worth taking this additional effort. 84.6% of students found that, the sessions helped to understand and share the pharmacology concepts better. Mean pre and post role play prescription writing assessment scores in students was 7.59 and 9.01 out of 10 respectively. Conclusions: Role-play was well received by the students as a low-cost innovative teaching methodology for better understanding of Pharmacology concepts as mandated by the CBME curriculum. It helps in understanding the importance of teamwork and error-free prescription communication for future clinical practice. Overall, following appropriate demonstration, use of role-play showed significant improvement in student performance in prescription communication.

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Incorporating ABC in physiology education: Active learning, blended learning and curricular changes

SOUNDARIYA,

VELUSAMI

2024

NMJI

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Physiology is of central importance in medicine. Teaching the complex physiological frameworks to the current generation of students with the implementation of competency-based medical education (CBME) has become a challenging task. Development of digital technology in educational field during Covid-19 pandemic has made medical educators modify their teaching learning strategies from traditional to blended mode. We offer tips to embrace the three major challenges namely, generational diversity with active learning strategies, technological growth with blended learning, and strategies to implement curricular changes in physiology education. Adult learning principles involve active learning as a crux component. Various simple active teaching strategies that can be adapted for large and small group teaching are highlighted. Blended learning is characterized by self-paced learning, and face-to-face training sessions with online collaborative learning. Simple ways to incorporate the blended mode of teaching strategies with the use of virtual platforms and learning management system (LMS) are described. Further, we discuss the nuances that help to adapt the various curriculum changes brought about by the implementation of CBME. Teaching physiology is an ever-challenging task. With an appropriate mindset, medical educators can turn these challenges into opportunities and make teaching learning a better experience.

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Competency-based Physiology UG curriculum: Use of novel learning tools

Cited by 3 publications

References 2 publications

Learner’s perspectives on competency-based medical education in pharmacology at a tertiary care teaching hospital in South India

Learner’s perspectives on competency-based medical education in pharmacology at a tertiary care teaching hospital in South India

Learner’s perspectives and outcomes of peer role play as a teaching learning method for prescription communication skills in second year medical students at a tertiary teaching hospital in India

Incorporating ABC in physiology education: Active learning, blended learning and curricular changes

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