DOI: http://dx.doi.org/10.18203/2319-2003.ijbcp20160112

Students’ opinions on the prevailing and innovative methods in medical education technology and changes recommended

Misal Devika D., Maulingkar Saleel V., Meural A. D’Mello, Rataboli P. V.

Abstract


Background: Medical education technology has evolved greatly and it is essential to keep abreast of the recent techniques to keep the students focussed in the classroom. It is also necessary to receive feedback and input from the students regarding our teaching methodologies. Our aim was to learn from the learners about their opinion regarding the current teaching methodology.

Methods: 172 students belonging to two batches participated in the study.  79.83% of the students were satisfied with the current system. A questionnaire was prepared with 23 questions covering the current methodology, innovations, learning methods and faculty qualities.

Results: 77.70% of the students opined that the present system of medical teaching in pharmacology was satisfactory. 40% of the students thought that interactive sessions are desirable. 52.8% students said that was that seminars can be fun once in a while with 21.35% saying that only the group leaders benefit from seminars. 60.8% said bedside teaching sessions were interesting and useful. 52.67% students thought that problem-based learning (PBL) could be interesting and 21.5% thought it is essential.

Conclusions: The survey reveals that the students are satisfied with the current system on the whole. However they require changes in some areas like lectures and seminars. They appear willing and enthusiastic to accept new concepts in teaching. Hence, newer teaching-learning methodologies should be tried and adopted for better classroom results.


Keywords


Medical education, Pharmacology, Innovative teaching

Full Text:

PDF

References


Goudar SS, Kotur PF. Trends in medical education. Indian J. Anaesth. 2003;47(1): 25-9.

Majumder AA, D’souza U, Rahman S. Trends in medical education: challenges and directions for need-based reforms of medical training in south-east Asia. Indian J Med Sci. 2004;58(9):369-80.

Skochelak SE. A century of progress in medical education: what about the next 10 years? Acad Med. 2010;85(2):197-200.

Clever LH. Some things have not changed. Ann Intern Med. 2000;132:85-9.

Desai M. Changing face of pharmacology practicals for medical undergraduates. Indian J Pharmacol. 2009;41:151-2.

Kacker SK, Adkoli BV. Need-based undergraduate medical curriculum. Indian J Pediatr. 1993,60:751-7.

Akat PB, Karande VB, Murthy MB, Burute SR. Interns opinion on ‘bedside pharmacology clinics’ and its incorporation in undergraduate curriculum. J Pharmacol Pharmacother. 2012;3(1):56-8.

Badyal DK, Bala S, Kathuria P. Student evaluation of teaching and assessment methods in pharmacyology. Indian J Pharmacol 2010;42:87-9.

The attitude of medical students of tabriz university of medical sciences towards the necessity of clinical pharmacology. Future of Medi Edu J. 2012;2(1):32-5.

National Institute of Health and Family Welfare. National Health Committees, Bajaj Committee recommendations. New Delhi: National Document Center. Available at: http://www.nihfw.org/NDC/DocumentationServices/Committe_and_commission.html.

Evensen DH, Hmelo CE. Problem-based learning: a research perspective on learning interactions. Mawah, NJ: Lawrence Earlbaum Associates,;2000: vii-ix.

Naidu S. Learning design as an indicator of quality in teacher education. Paper presented at NAAC COL roundtable on innovations in teacher education, Bangalore, India, 2004.

Tisonova J, Hudec R, Szalayova A, Bozekova L, Wawruch M, Lassanova M, Vojtko R, Jezova D, Kristova V, Kriska M. Experience with problem oriented teaching in pharmacology. Bratisl Lek Listy. 2005;106:83-7.

Dolmans DHJM, Wolfhagen IHAP, Ginns P. Measuring approaches to learning in a problem based learning context. International J Med Edu. 2010;1:55-60.

Barrows HS, Tamblyn RN. Problem based learning: an approach to medical education. New York : Springer publishing company; 1980.

Pallie W, Carr DH. The McMaster medical education philosophy in theory, practice and historical perspective. Med Teacher. 1987;9:59-71.

Rao BB, Kate V. Problem solving interactive clinical seminars for undergraduates. J Pharmacol Pharmacother. 2012;3:205-6.