Effectiveness of modified seminars as a teaching-learning method in pharmacology

Abstract

Context:Student-led seminars (SLS) are adopted as a teaching-learning (T-L) method in pharmacology. Previous studies assessing the feedback on T-L methods in pharmacology points out that the traditional seminars consistently received poor feedbacks as they were not favorite among the students.Aims:This study aimed to obtain feedback on traditional SLS, introduce modified SLS and compare the modified seminars with the traditional ones.Settings and Design:This was a prospective interventional study done for 2 months in medical undergraduates of fifth semester attending Pharmacology seminars at a Government Medical College in South India.Subjects and Methods:Structured questionnaire was used to elicit feedback from participants. The responses were coded on 5-point Likert scale. Modifications in seminar sessions such as role plays, quiz, tests, group discussion, and patient-oriented problem-solving exercises were introduced along with SLS.Statistical Analysis Used:The data were analyzed using SPSS version 16. The descriptive data were expressed using frequencies and percentages. Wilcoxon signed rank test, and Friedman tests were used to compare traditional with modified seminars.Results:The participants identified interaction as the most important component of a seminar. Majority opined that the teacher should summarize at the end of SLS. Student feedback shows that modified seminars created more interest, enthusiasm, and inspiration to learn the topic when compared to traditional SLS. They also increased peer coordination and group dynamics. Students opined that communication skills and teacher-student interactions were not improved with modified seminars.Conclusions:Interventions in the form of modified SLS may be adopted to break the monotony of traditional seminars through active participation, peer interaction, and teamwork.

Concept learning through question framing in Pharmacology

“…13 Casebased learning have been well-implemented into the undergraduate curriculum with due stress on active learning during seminars and other innovative sessions. 14 In this study, 39.8% were clinically oriented questions mentioning a history of hypersensitivity either following a drug administration or food intake or pollen exposure. About 26% were case based questions which described the clinical scenario with symptoms in detail.…”

Second year medical students’ feedback on teaching-learning methodologies and evaluation methods in Pharmacology: a questionnaire based study

“…Modifications in these seminar sessions in the form of quiz following SLS, patient-oriented problem-solving exercises following SLS, test sessions with SLS, and group discussions and role plays with SLS to make them active process of teaching-learning showed that such modifications created more interest, enthusiasm, and inspiration to learn the topic when compared to traditional SLS. [16][17][18][19] Such modified SLS may be adopted to break the monotony of traditional seminars through active participation, peer interaction and teamwork.…”

2189 Retrieval Number: D1696029420/2020©BEIESP DOI: 10.35940/ijitee.D1696.029420 Journal Website: www.ijitee.org Published By: Blue Eyes Intelligence Engineering & Sciences Publication Impact of Seminars on Student Soft Skills Development

“…Dhanya Sasidharan Palappallil et.al, identified encouraging students to participate in group discussions and seminars benefits in forming passion and attention to learning, enhances communication skills, peer communication and group work. Performance and presentation via seminar help in molding the individual personality [3].Kimberly H. Council et.al, identified in teaching seminar is a fundamental factor in the progress work of the music education curriculum. Author examined the structure and content provided detail about reports of sample seminar actions, valuations, and recommendations for making involvement with mentor's collaboration [4].…”