Development of active learning modules in pharmacology for small group teaching

Tripathi, Raakhi K; Sarkate, Pankaj V; Jalgaonkar, Sharmila; Rege, Nirmala N

doi:10.4103/1357-6283.161851

Cited by 20 publications

(21 citation statements)

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“…Ghosh and Dawka showed that 80 % of students like a judicious mixture of the didactic lecture and problem based learning [15]. In one of the studies, although most students admitted that case-based interactive sessions enhance their understanding and aroused intellectual curiosity, they preferred tutorials to help them score better in the examinations [16].…”

Section: Discussionmentioning

confidence: 99%

Students’ Perception of Teaching Methods in Pharmacology in a Malaysian Medical School

Agarwal¹

2016

JCHS

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Introduction: The study attempts to evaluate the students’ perception of pharmacology as a subject, its usefulness in future practice, teaching methods currently used, and their patterns of learning and preparing for exams. Methods: A structured, self-administered questionnaire was distributed to second year medical students. Results: Of the 125 students who participated, 22.73 % considered pharmacology more important than any other subject. The students found small group sessions most interesting followed by directed self-learning, computer aided learning and lectures. Of those who responded, 79 and 66 % suggested to increase the small group and directed-self-learning sessions respectively. Up to 40 % of the students felt that pharmacology teaching must be through case-based discussions and 20 % requested for more practical sessions. Conclusions: It appears that majority of students entering the medical schools has little prior knowledge of pharmacology. While going through the preclinical years they understood the importance of pharmacology and its application in future practice, however, they tend to develop interest in one or other topics. Students prefer to have a greater number of small group sessions as they feel that these sessions are most useful for learning. Majority of the students tend to use both the textbooks and lecture notes and study regularly for better performance in examinations. The students also preferred to have more case-based learning sessions incorporated into the small group sessions.

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Section: Discussionmentioning

confidence: 99%

Students’ Perception of Teaching Methods in Pharmacology in a Malaysian Medical School

Agarwal¹

2016

JCHS

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“…[7] Students are taught how to successfully write prescriptions for a medical ailment, but they are not adequately trained to counsel or educate patients regarding their proper use, which in turn may affect treatment outcomes. For imbibing and enhancing communication skills, interactive and innovative tools are preferred over pure didactic methods.…”

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confidence: 99%

“…The evaluation, which was based on a checklist prepared, using the modified Calgary-Cambridge guide, showed a significant improvement in the posttraining scores. In view of these and findings of other studies,[567] the researchers planned the current study to explore the students’ view points of the role-play and also to ascertain if learning communication skills was a felt need by students for their future clinical practice.…”

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confidence: 99%

Role-play as an educational tool in medication communication skills: Students’ perspectives

Lavanya¹,

Kalpana²,

Veena³

et al. 2016

Indian J Pharmacol

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Objectives:Medication communication skills are vital aspects of patient care that may influence treatment outcomes. However, traditional pharmacology curriculum deals with imparting factual information, with little emphasis on patient communication. The current study aims to explore students’ perceptions of role-play as an educational tool in acquiring communication skills and to ascertain the need of role-play for their future clinical practice.Materials and Methods:This questionnaire-based study was done in 2nd professional MBBS students. A consolidated concept of six training cases, focusing on major communication issues related to medication prescription in pharmacology, were developed for peer-role-play sessions for 2nd professional MBBS (n = 122) students. Structured scripts with specific emphasis on prescription medication communication and checklists for feedback were developed. Prevalidated questionnaires measured the quantitative aspects of role-plays in relation to their relevance as teaching–learning tool, perceived benefits of sessions, and their importance for future use.Statistical Analysis:Data analysis was performed using descriptive statistics.Results:The role-play concept was well appreciated and considered an effective means for acquiring medication communication skills. The structured feedback by peers and faculty was well received by many. Over 90% of the students reported immense confidence in communicating therapy details, namely, drug name, purpose, mechanism, dosing details, and precautions. Majority reported a better retention of pharmacology concepts and preferred more such sessions.Conclusions:Most students consider peer-role-play as an indispensable tool to acquire effective communication skills regarding drug therapy. By virtue of providing experiential learning opportunities and its feasibility of implementation, role-play sessions justify inclusion in undergraduate medical curricula.

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“…There have been various modules developed, such as online learning modules (Aziz & Lee, 2017), mathematics (material) modules (Hudson et al, 2018;Newton, Gale, Alemdar, & Wind, 2018), active learning modules (Tripathi, Sarkate, Jalgaonkar, & Rege, 2015), yet there is no mathematics learning strategy module. The most related one is a study conducted by Peniati(2012) which develop module of science learning strategy based on research result.…”

Section: Introductionmentioning

confidence: 99%

Developing Mathematics Learning Strategy Module Based on Journal Review

Kusumawati

Nayazik

2018

ajpm

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Pre-service teachers need to know the variety of learning methods and they should have the ability to plan learning strategies as well. This study aims to develop a module of mathematics learning strategy based on the review of articles published from 2014-2018. This study was conducted using Borg & Gall development model and the quality criteria used referred to Nieveen (valid, practical, and effective). The result shows that the module has met the validity criteria of 3.4, practical criteria of 82%, and it also has fulfilled the criteria of effectiveness. This module is recommended as a reference to study about recent mathematics learning strategy. A further study is needed to develop such a module based on international journals.

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Development of active learning modules in pharmacology for small group teaching

Abstract: In this study, students preferred an active learning environment, though to pass examinations, they preferred the tutorial mode of teaching. Further efforts are required to explore the effects on learning of introducing similar modules for other topics.

Cited by 20 publications

References 0 publications

Students’ Perception of Teaching Methods in Pharmacology in a Malaysian Medical School

Students’ Perception of Teaching Methods in Pharmacology in a Malaysian Medical School

Role-play as an educational tool in medication communication skills: Students’ perspectives

Developing Mathematics Learning Strategy Module Based on Journal Review

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