Perception and preferences of second professional undergraduate medical students for pharmacology teaching: a questionnaire based cross-sectional study
DOI:
https://doi.org/10.18203/2319-2003.ijbcp20213227Keywords:
Pharmacology, Teaching method, Medical studentsAbstract
Background: Feedback from students provides an opportunity to assess lacunae in current systems of teaching and forms the basis for framing desired modifications in the teaching methodology to enhance the magnitude of learning. This study was undertaken to know the views of students on current methodology of pharmacology teaching and to delineate the required changes to be made in it.
Methods: The questionnaire based cross-sectional study was conducted on 167 students of second professional undergraduate medical students. The questionnaire was divided in 2 different parts. Part A consisted 20 multiple choice questions on perception and preferences of students for pharmacology teaching and opinion on changes to be made was taken in the part B of the questionnaire.
Results: Pharmacology was marked as one of the most interesting and useful subjects by 49.1% and 67.06% of students respectively. Central nervous system (19.76%) and endocrinology (17.96%) were two most boring systems. The central (35.92%) and autonomic (31.73%) nervous systems were two most difficult systems to understand. The combination of lecture notes and textbooks was the preferred reading materials of 58.68% of students. The most preferred teaching media was the combination of blackboard and chalk with power point presentation (80.24%). Increased use of figures, flow charts and diagrams, inclusion of more clinical examples and interactive classes were marked as suggested reforms to enhance the outcome of lecture classes.
Conclusions: This study revealed that students are in favour of a substantial change in the current teaching methodology of pharmacology in place of outdated and useless methods.
Metrics
References
Rangachari PK. Basic sciences in an integrated medical curriculum: the case of pharmacology. Adv Health Sci Edu. 1997;2(2):163-71.
Badyal DK, Bala S, Kathuriya P. Student evaluation of teaching and assessment methods in pharmacology. Indian J Pharmacol. 2010;42(2):86-8.
Jaiswal KM, Pimpalkhute SA, Sontakke SD, Bajait CS, Gaikwad A. Evaluation of student`s opinion about current teaching techniques in pharmacology. Int J of Pharmc Res. 2015;5(3):155-9.
Badyal DK. Evolution of pharmacology education in India: Past and future. Indian J Pharmacol. 2018;50:159-68.
Sharma R, Verma U, Kapoor B, Chopra VS. Novel teaching approaches in pharmacology. JK Science. 2004;6(3):172-3.
Desai M. Changing face of pharmacology practicals for medical undergraduates. Indian J Pharmacol. 2009;41(4):151-2.
Routledge PA. The interface between clinical and laboratory pharmacology. Br J Clin Pharmacol. 1999;47:611-2.
Vinaya M, Podder S, Pradhan G. Learning styles and teaching-learning method preferences of second year medical undergraduates in pharmacology in a rural medical college. Int J of Pharmc Res. 2015;5(4):203-6.
Rani V, Tekulapally K, Padmavathi V, Simpson GB. Second year medical students’ perception about pharmacology and teaching methodologies used: A questionnaire based cross sectional study. Indian J Basic Appl Med Res. 2016;5(4):238-45.
Subash KR. “Likes and dislikes”-A questionnaire-based analysis and feedback from medical school learners. Int J of Pharmc Res. 2014;4(4):173-5.
Garg A, Rataboli PV, Muchandi K. Student`s opinion on the prevailing teaching methods in pharmacology and changes recommended. Indian J Pharmacol. 2004;36(3):155-8.
Chavda N, Yadav P, Chaudhari M, Kantharia ND. Second year student`s feedback on teaching methodology and evaluation methods in Pharmacology. Natl J Physiol Pharm Pharmacol. 2011;1:23-31.
Manjunath SM, Nagesh RG, Srinivas TR, Someswara GM. A study on the evaluation of medical student`s perception and feedback of teaching-learning of pharmacology in a medical college. Int Arch Integr Med. 2015;2(9):102-10.
Mehta M, Adwal S, Chourishi A. Evaluation of different teaching-learning methods according to student`s preference and perception. Int J Basic Clin Pharmacol. 2017;6:76-9.
Tripathi R, Kumar A. Importance and improvements in Teaching-Learning process through effective evaluation methodologies. Int J Env Rehab Conserv. 2018;IX(1/2):7-16.
Dash SK, Patro S, Behera BK. Teaching methods and its efficacy, an evaluation by the students. J Indian Acad Forensic Med. 2013;35(4):321-4.
Karan J, Chavda N, Yadav P, Kanthuria ND. Intern doctors’ feedback on teaching methodologies in pharmacology. J Pharmacol Pharmacother. 2010;1:114-6.
Mukku LS, Alla J, Rachamanti R. Medical student`s perception on teaching-learning methods of pharmacology in a medical college. Int J Basic Clin Pharmacol. 2018;7:665-8.
Padmanabha TS, Manu G, Kulkarni GP, Chandrakantha T, Neha K. A prospective study of perceptions and preferences of medical students regarding teaching aids in teaching Pharmacology in a Medical College from India. Sch J App Sci. 2016;4(6C):2084-8.
Vare VA, Kurle DG, Bagle TR, Hire RC, Shukla AO. Evaluation of teaching methods in pharmacology among MBBS students. Int J Basic Clin Pharmacol. 2017;6:1352-7.
Bandyopadhyay D. A study on the evaluation of perception of teaching-learning methods of pharmacology among the 2nd M.B.B.S. students in Burdwan Medical College, West Bengal, India. Reviews of Progress. 2012;1(12):1-11.
Mishra R, Mondal A. Attitude of undergraduate medical students towards power point, overhead projector and chalk board teaching methods in north India. Int J of Pharmc Res. 2015;5(2):61-4.
Dhaliwal U. A prospective study of medical students` perspective of teaching-learning media: Reiterating the importance of feedback. J Indian Med Assoc. 2007;105(11): 621-3.
Shallcross DE, Harrison TG. Lectures: electronic presentations versus chalk and talk-a chemist`s view. Chem Educ Res Pract. 2007;8(1):73-9.
Baruah M, Patel L. Evaluation of different teaching methods used in physiology lectures. Indian J Basic Appl Med Res. 2014;4(1):271-6.
Han WH, Maxwell SR. Are medical students adequately trained to prescribe at the point of graduation? Views of first year foundation doctors. Scott Med J. 2006;51:27-32.
Heaton AI, Webb DJ, Maxwell SR. Undergraduate preparation for prescribing: the views of 2413 UK medical students and recent graduates. Br J Clin Pharmacol. 2008;66:128-34.
Rieder CE. Guidelines for a scientific presentation. J Prosthet Dent. 1992;68:702-7.
Fishman M. Presentation of audio-visual aids for infection control education. Am J Infect Control. 1984;12:10-3.
Downloads
Published
How to Cite
Issue
Section
