DOI: http://dx.doi.org/10.18203/2319-2003.ijbcp20194277

A comparative study of interactive and conventional teaching methods in pharmacology for better clinical application

Veena Rani Vemuri, Sangita Sukumaran

Abstract


Background: Pharmacology forms the basis of practice of medicine yet most students perceive it as a difficult subject. It is necessary that a student gains knowledge and retains the gained knowledge for better application in the future. But the method employed now is more passive with less emphasis on clinical application.

Methods: The study population was the second year MBBS students of Terna Medical College, Navi Mumbai. The students were randomly divided into two groups; a didactic and an interactive lecture session were conducted on two days. A pre validated questionnaire, pre-test and post-test were employed in the study. The data of pre and post-test were analysed using paired t-test and descriptive analysis for the questionnaire.

Results: The difference in short term learning outcomes between both the didactic and interactive lecture sessions was not statistically significant (p=0.53). The students showed a positive reaction to interactive sessions. 70 (95.89%) agreed that interactive sessions has increased their understanding of the topic better. 70 (95.89%) students responded that interactive teaching has increased their ability to apply knowledge therapeutically.

Conclusions: In the present study it was observed that though there was not much statistically significant improvement in the immediate understanding, the perception of students towards interactive teaching methods is good.


Keywords


Interactive lectures, Large group teaching, Clinical reasoning

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References


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