Evaluation of Pharmacology Didactic Lectures for Graduating Nursing Students: a Questionnaire Based Comparative Study Between Two Colleges in Nepal

Abstract

Objective: This study was set to obtain the critical appraisal of the graduating nursing students on pharmacology lectures and to compare the students' view on teaching effectiveness and pharmacology course content at two different colleges, Kathmandu Medical College (KMC) and B P Koirala Institute of Health Sciences (BPKIHS), in Nepal. Materials and methods:Forty B Sc Nursing students studying at two colleges of twenty each at the end of the first year were enrolled in this study. Structured teaching evaluation questionnaire containing 13 close-ended items and two open-ended questions was used. Three items were intended to evaluate pharmacology course content and other ten items to evaluate the teaching effectiveness. Open-ended questions were incorporated to collect the students frank and open views that provided flexibility and reliability. Students were instructed not to disclose their identity in any form so as to obtain genuine, valid and frank responses. Yates corrected Chi square test was applied whenever necessary and P value considered significant at less than or equal to 0.05.Results: On majority of the students' (60-90%) view existing pharmacology course content was 'just right and useful' and no significant difference between two college students' view exists. Majority of students both at Kathmandu Medical College (KMC) and B P Koirala Institute of Health Sciences (BPKIHS) found the 'clarity of voice (KMC-55%, BPKIHS-70%) and audibility (KMC-70%, BPKIHS-80%)' to be 'fair'. More students at KMC (60%) found the 'student's participation' during lecture than students at BPKIHS (35%). Thirty five percent of students at KMC felt that pace of the lectures was 'about right' whereas 100% BPKIHS students found the same and the difference was significant (P=0.00005). Almost all the students both at KMC (95%) and BPKIHS (100%) preferred the liquid crystal display (LCD) mode of presentation has been over head projector (OHP) or board and marker methods. Majority of the students at the both colleges opined that the number of lectures allotted to pharmacology is less. Additionally, from students' perspective, more student-teacher interactions, class assessments and explanation of the subject matter with clinical correlation are necessary for better understanding of the subject. Conclusion:No major significant differences except pace of the lecture exist in the teaching methodology and pharmacology course content between the two colleges though there are insignificant differences. Students at the both colleges felt that course content of the pharmacology should be increased with more weight to the subject. As per students' responses, student-teacher interactions during lectures along with more explanations with clinical correlation and more frequent assessment may enhance the students' learning process and keep up their expectations. Moreover, clarity of voice and audibility need to be improved on teacher's part during the lectures.

Pharmacology Curriculum and Career Option in dental and Basic Medical Sciences: Graduating Dental Students’ Perspective under Kathmandu University in Nepal

“…Such a variation might be due to students' attitudes, presentation. 9 Similarly, significantly higher number of students (54.2%, P< 0.001) wanted pharmacology subject to be taught for them in other years also besides 1 st year 2 nd years and reason for this opinion was not explored in the present study.…”

Appraisal of the Current Pharmacology Curriculum, Teaching Methodology and Effectiveness in Undergraduate Medical Education: A Student-Centric, Questionnaire-Based Study

“…1 Student' feedback is an integral part of the medical curriculum which builds self-awareness of the faculty. The feedback may help to know about the opportunities and obstacles of teaching methodology [4][5][6][7] .…”

Pharmacology Curriculum and Teaching Methods: A Comparative Study Between Two Nursing Programs in A Nepalese College

“…Teaching evaluation of pharmacology courses, from students' learning to effectiveness of the curriculum and instructor, becomes important to have the efficient pharmacological classes. 1 In addition, Pharmacology as a part of the various programs of health care education is of increasing importance for several reasons. This article describes the evaluation by B. Sc and BNS students on pharmacology course and teaching methodology at NAIHS and also compares students' views between these two nursing programs to facilitate pedagogical learning.…”

“…1 Effective feedback being nonjudgmental is an integral part of medical and nursing education in helping the teachers, students, mentors and instructors to know their weaknesses and reach their maximum potential. Feedback helps in correcting mistakes, reinforcing good performances and incorporating students' view in teaching methodology.…”