DOI: http://dx.doi.org/10.18203/2319-2003.ijbcp20172240

Assessment of medical students’ attitude towards didactic lectures taken in pharmacology in a private medical college

Umamaheswari A., Umamageswari M. S., Sathiya Vinotha A. T.

Abstract


Background: To assess the attitude of second year medical students towards the teaching Principles in Pharmacology didactic lecture classes.

Methods: It was a descriptive epidemiological and questionnaire based study. Second year students who were attending pharmacology lecture classes for a period of one month (nearly 8 lectures) were given questionnaire and ask to fill it by assessing the theory classes which was conducted throughout that month. Each question was graded with mark and finally total score was converted to 50 marks. Five-level Likert’s criteria were used to analyze few questions in the questionnaire. Data were analyzed by frequency distribution.

Results: Out of 115 students who attended the questionnaire session, 61% students were having a very good and better attitude towards the faculty talking Pharmacology lecture classes and remaining students have a few lacking areas in the teaching mode which should be analyzed.

Conclusions: Students have good attitude towards the faculty taking didactic lectures and the lacking areas can be future improved by efficient planning of interactive and interesting lecture methods for the usefulness of students as well as the teacher.


Keywords


Attitude, Second year medical students, Pharmacology lectures

Full Text:

PDF

References


Sudha J. Graduate training programmes in pharmacology in India. Health Adm. 2006;19(1):88-91.

Mohan L, Shankar PR, Kamath A, Manish MS, Eesha BR. Students’ attitudes towards the use of audio visual aids during didactic lectures in pharmacology. J Clin Diagn Res. 2010;4(6):3363-8.

Tisonova J, Hudec R, Szalayova A. Experience with problem oriented teaching in pharmacology. Bratisl Lek Listy. 2005;106(2):83-7.

Richardson D. Don’t dump the didactic lecture; fix it. Adv Physiol Educ. 2008;32(1):23-4.

Rathnakar UP, Gopalakrishna HN, Pai PG, Ullal SD. Didactic lecture and interactive sessions in small groups: A comparative study among undergraduate students of pharmacology in India. Journal of Diagnostic and Clinical Research. 2010;4(2):2260-4.

Uebersax JS. Likert scales: dispelling the confusion. Statistical Methods for Rater Agreement website. 2006. Available from: http://john-uebersax.com/stat/likert.htm.Accessed:July 25, 2015.

Michael JA, Modell H. Active Learning in Secondary and College Scienc Classrooms. Mahwah, NJ: Erlbaum; 2003.

Myers C, Jones T. Promoting Active Learning:

Strategies for the College Classrom. San Francisco, CA: Jossey-Bass; 1993.

Angelo TA, Cross KP. Classroom Assessment Techniques. A Handbook for College Teachers (2nd ed.). San Francisco, CA: Jossey-Bass; 1993.

Washington ET, Tysinger JW, Snell LM, Palmer LR. Implementing Problem based Learning in a Family Medicine Clerkship. Fam Med. 1998;30(10):720-6.

Goshtasebi A, Zarifi A, Tarami B, Ghorbani A. Small group teaching in epidemiology courses. Journal of Medical Education. 2006;9(1):11-5.

Kalra R, Modi J, Vyas R. Involving postgraduate's students in undergraduate small group teaching promotes active learning in both. Int J Appl Basic Med Res. 2015;5(1):S14-7.