Comparative study of effectiveness of computer based knowledge in teaching versus conventional teaching perception in pharmacology among second year MBBS undergraduate medical students at Maharajah’s Institute of Medical Sciences, Andhra Pradesh, India

Authors

  • Baswaraj Munge Department of Pharmacology, Maharajah’s Institute of Medical Sciences (MIMS), Vizianagaram, Andhra Pradesh, India
  • Suresh Babu Sayana Department of Pharmacology, Maharajah’s Institute of Medical Sciences (MIMS), Vizianagaram, Andhra Pradesh, India
  • Kodanda Ramu Department of Pharmacology, Maharajah’s Institute of Medical Sciences (MIMS), Vizianagaram, Andhra Pradesh, India
  • M. Prasad Naidu Department of Biochemistry, Narayana Medical College and Hospital, Nellore, Andhra Pradesh, India

DOI:

https://doi.org/10.18203/2319-2003.ijbcp20183408

Keywords:

Feedback, Medical students, Pharmacology, Teaching

Abstract

Background: Medical education has been asserted as one of the most challenging, demanding, and stressful fields of study, as medical students are expected to acquire diverse competencies such as academic, clinical, and interpersonal skills. Pharmacology is rapidly evolving and expanding conquering many diseases in its stride. The survey-based study we aim to grasp the MBBS students’ opinion regarding the teaching practices in pharmacology. Aim was to Study and compare the Effectiveness of Computer Based Teaching Versus Conventional Teaching Perception About Pharmacology Among Second Year MBBS Undergraduate Medical Students.

Methods: A comparative study was conducted at Department of Pharmacology, Maharajah’s Institute of Medical Sciences, Nellimarla, Vizianagaram, Andhrapradesh. Two hundred second year MBBS medical students (n = 200) were divided into two groups.

Results: In this study results shows P value and statistical significance the two-tailed P value is less than 0.0001 by conventional criteria, this difference is considered to be extremely statistically significant. Confidence interval the mean of Pre-test score minus Post test score equals -3.1900 and 95% confidence interval of this difference from -3.4503 to -2.9297.

Conclusions: The importance of pharmacology in clinical decision making is well understood by the majority of students and they aim to act in that behest. Also, we find that computer based learning is a new and important tool coming up in the arsenal of the pharmacology teacher.

References

Hojat M, Gonnella JS, Erdmann JB, Vogel WH. Medical students' cognitive appraisal of stressful life events as related to personality, physical well-being, and academic performance: A longitudinal study. Personality and Individual Differences. 2003 Jul 1;35(1):219-35.

Dawane JS, Pandit VA, Dhande PP, Sahasrabudhe RA, Karandikar YS. A comparative study of different teaching methodologies used for developing understanding of cardiac pharmacology in undergraduate medical students. IOSR Journal of Research and Method in Education (IOSR-JRME). 2014;4(3):34-8.

Rumelhart DE. Schemata: The building blocks of cognition. In Theoretical issues in reading comprehension. Routledge; 2017:33-58.

Mathibe LJ. Perceptions of student nurses regarding the use of a popular autobiography as a teaching tool. Nurse education today. 2007 Apr 1;27(3):247-55.

Benjamin DM. Reducing medication errors and increasing patient safety: case studies in clinical pharmacology. The J Clin Pharmacol. 2003 Jul 1;43(7):768-83.

Prasad SR, Kudthni RH, Santhosh R. A questionnaire based study of students’ opinion on the teaching and learning methods in pharmacology in a medical school of India. International Journal of Basic and Clinical Pharmacology. 2018 Jan 20;5(6):2589-93.

Badyal DK, Desai C. Animal use in pharmacology education and research: The changing scenario. Indian journal of pharmacology. 2014 May;46(3):257.

Atray M, Agrawal A, Atray D. Comparative Effectiveness of Simulation Based Teaching Versus Conventional Teaching for Undergraduate Students Of Second Professional Mbbs In Experimental Pharmacology. Int J Pharmaceu Sci and Resear. 2017 Mar 1;8(3):1492-7.

Sorger PK, Allerheiligen SR, Abernethy DR, Altman RB, Brouwer KL, Califano A, et al. Quantitative and systems pharmacology in the post-genomic era: new approaches to discovering drugs and understanding therapeutic mechanisms. In An NIH white paper by the QSP workshop group, Bethesda, MD: NIH; 2011 Oct;48.

Rani V, Tekulapally K, Shyamala R, Simpson GB. Assessment of effectiveness of different teaching methodologies and perception about pharmacology among 2nd year dental students: A cross-sectional study. Int J Hea and All Scien. 2017 Apr 1;6(2):64.

Baird JR, Fensham PJ, Gunstone RF, White RT. The importance of reflection in improving science teaching and learning. J Res in Sci Teachi. 1991 Feb;28(2):163-82.

Cheong CY, Ming TW. Multi-models of quality in education. Quality assurance in Education. 1997 Mar 1;5(1):22-31.

National Research Council. Knowing what students know: The science and design of educational assessment. National Academies Press; 2001 Oct 27.

Meleca CB, Schimpfhauser F, Witteman JK, Sachs L. Clinical instruction in nursing: A national survey. J Nurs Educat. 1981 Oct 1;20(8):32-40.

Chin C, Chia LG. Problem‐based learning: Using students' questions to drive knowledge construction. Science education. 2004 Sep;88(5):707-27.

Banning M. Approaches to teaching: current opinions and related research. Nurse Education Today. 2005 Oct 1;25(7):502-8.

Draper SW, Brown MI. Increasing interactivity in lectures using an electronic voting system. J Com Assis Learni. 2004 Apr;20(2):81-94.

Tripathi KD. Textbook of Essentials of Medical Pharmacology. published by Jaypee Brothers, Medical Publishers Pvt. Ltd.; 2008:808-816.

Shulman LS. Those who understand: Knowledge growth in teaching. Educational researcher. 1986 Feb;15(2):4-14.

Henkel CK. Creating interactive learning objects with PowerPoint: primer for lecture on the autonomic nervous system. Medical teacher. 2010 Aug 1;32(8):e355-9.

Downloads

Published

2018-08-23

How to Cite

Munge, B., Sayana, S. B., Ramu, K., & Naidu, M. P. (2018). Comparative study of effectiveness of computer based knowledge in teaching versus conventional teaching perception in pharmacology among second year MBBS undergraduate medical students at Maharajah’s Institute of Medical Sciences, Andhra Pradesh, India. International Journal of Basic & Clinical Pharmacology, 7(9), 1683–1687. https://doi.org/10.18203/2319-2003.ijbcp20183408

Issue

Section

Original Research Articles