Student’s perception about teaching methodologies used in pharmacology: a questionnaire based cross sectional study

Sangeeta Nath Sharma; Mangala Srinivas

doi:10.18203/2319-2003.ijbcp20180659

Authors

Sangeeta Nath Sharma Department of Pharmacology, K.S. Hegde Medical Academy, Nitte University, Mangaluru, Karnataka, India http://orcid.org/0000-0002-3592-8349
Mangala Srinivas Department of Pharmacology, K.S. Hegde Medical Academy, Nitte University, Mangaluru, Karnataka, India

DOI:

https://doi.org/10.18203/2319-2003.ijbcp20180659

Keywords:

Feedback, Learning, Perceptions, Pharmacology

Abstract

Background: Pharmacology is one of the most clinically applied subjects which are highly volatile. Hence new methodologies have to be introduced in medical curriculum which must be in line with the students’ preferences. The study aimed to determine the opinion of students regarding the teaching of pharmacology, the best way of knowing and retaining the subject and application of the subject in future practice.

Methods: The study will be conducted at private Medical college in Mangalore. It is an observational, KAP cross-sectional questionnaire-based study. Convenient sampling method is used in which 140 Second year MBBS students were enrolled. SPSS version 21 was used to generate tables and graphs. Results of the study are based on descriptive statistics.

Results: Questions which were not answered were taken as invalid response. Results show that majority preferred newer learning methodology, case-based learning, integrated teaching were more appealing, and peer associated teaching like group discussion was better for applied topics. Attitude of students in learning has shifted from traditional text book to the recent concept of knowledge sharing.

Conclusions: In general students’ perceptions regarding learning pharmacology was observed to be positive. The study highlights the need for interactive teaching. Practical sessions can be used to teach basic concepts and rational use of drugs. Knowledge seeking behaviour needs improvisation by teacher.

Metrics

Metrics Loading ...

References

Patel AP, Katlam S. Dental students’ perceptions and feedback on teaching and learning pharmacology. Int J Basic Clin Pharmacol. 2017 Aug 22;6(9):2250-3.

Achike FI. Teaching Pharmacology in an Innovative Medical Curriculum: Challenges of Integration, Technology, and Future Training. J Clin Pharmacol. 2010 Jan 1;50(1):6-16.

Ghosh S. Combination of didactic lectures and case-oriented problem-solving tutorials toward better learning: perceptions of students from a conventional medical curriculum. Adv Physiol Educ. 2007 Jun 1;31(2):193-7.

Tahereh EO, Moslem N. The Effective Teaching Method of Pharmacology for the Students in the Faculty of Health and Nutrition in Tabriz University of Medical Sciences. 2013 May 30;2(1):7-11.

WO et al. Teaching pharmacology to medical students in an integrated problem-based learning curriculum: an Australian perspective. - PubMed - NCBI. Available at: https://www.ncbi.nlm.nih.gov/pubmed/15339397. Accessed 24 November 2017.

Jaillon P. Teaching basic and clinical pharmacology to medical students: a 2006 survey in French schools of medicine. Therapie. 2006 Oct;61(5):439-46.

Garg A, Rataboli PV, Muchandi K. Students' opinion on the prevailing teaching methods in pharmacology and changes recommended. Indian Journal of Pharmacology. 2004 May 1;36(3):155.

Gregson K, Romito LM, Garetto LP. Students’ Attitudes Toward Integrating Problem-Based Learning into a D.D.S. Pharmacology Curriculum. J Dent Educ. 2010 May 1;74(5):489-98.

Rao SG, Karanth S, Kumar V, Udupa AL, Bairy KL, Devi A. A scheme of practical examination in pharmacology for evaluating skills involved in problem solving. Indian J Pharmacol. 1992;24:145-6. [cited 2017 Nov 24]. Available at: http://www.ijponline.com/temp/IndianJPharmacol243145-1321426_034014.pdf

Dagenais ME, Hawley D, Lund JP. Assessing the effectiveness of a new curriculum: Part I. J Dent Educ. 2003 Jan 1;67(1):47-54.

Jai K, Abhishek S, Shwetank G, Aakansha G, Priyamvada S, Mirza URB, et al. Students’ current perceptions and feedback on teaching and learning Pharmacology from an evolving medical school. IAIM. 2015;2(7):99-104. Available at: http://iaimjournal.com/wp-content/uploads/2015/07/iaim_2015_0207_16.pdf

Bhosale UA, Yegnanarayan R, Yadav GE. Attitude, perception and feedback of second year medical students on teaching–learning methodology and evaluation methods in pharmacology: A questionnaire-based study. Niger Med J J Niger Med Assoc. 2013;54(1):33-9.

Chavda N, Preeti Y, Mayur C, Kantharia ND. Second year students feedback on teaching methodology and evaluation methods in Pharmacology. NJPPP. 2011;1:23-3. Available at: https://www.ejmanager.com/mnstemps/28/28-1300821192.pdf?t=1511699535

Jaykaran, Chavda N, Yadav P, Kantharia ND. Intern doctors’ feedback on teaching methodologies in pharmacology. J Pharmacol Pharmacother. 2010 Dec;1(2):114.

Kela AK, Mehta VL. Impact of inclusion of clinical projects in undergraduate teaching. Indian J Pharmacol. 1993;25:249-5. Available at: http://www.ijponline.com/temp/IndianJPharmacol254249-2897279_080252.pdf

Han W, Maxwell S. Are Medical Students Adequately Trained to Prescribe at the Point of Graduation? Views of First Year Foundation Doctors. Scott Med J. 2006 Nov 1;51(4):27-32.

Heaton A, Webb DJ, Maxwell SRJ. Undergraduate preparation for prescribing: the views of 2413 UK medical students and recent graduates. Br J Clin Pharmacol. 2008 Jul;66(1):128-34.