Pharmacology studying practices and theory presentation skills followed by under graduates

Abstract

Background: We observed subpar performance in written assessments. We wanted to identify and address the modifiable contributing factors. Aim: study was undertaken to assess studying practices and preparation for assessments by students in Pharmacology. Methods: study was conducted using questionnaire among 147 fifth and 147 third semester medical students.Questions regarding timing of preparation, revision, sources of drug information, difficult topics, practical exercise preference, e-learning sources, time allotment for questions and diagrams usage were posed. Results: 56% third semesters started studying pharmacology only before monthly tests in contrast to fifth semesters who were trisected in their approach of serious studying.Textbooks were primary source. Higher number of fifth semesters (93%), than third semesters (80%), used internet for learning. Fifth semesters browsed internet for learning more than third semesters. Greater number of fifth semesters viewed online lecture videos and referred to online medical dictionary compared to newer batch.When asked to select practical exercises, fifth semesters favoured prescription writing whereas third semesters preferred clinical problems.Conclusion: Blended approach and peer group learning was more common in seniors. Junior batch students had superficial approach, were task driven towards exam preparation and presentation individualistically.