Background: Technology enhanced learning in medical curriculum is expanding rapidly because of research showing the benefits for learners in terms of engagement, convenience, attainment and enjoyment.
Objectives: The purpose of the present study was to explore medical students’ perspective on technology enhanced learning in undergraduate pharmacology.
Methodology: This descriptive cross-sectional study was conducted in the Faculty of Medicine during 2016 for a period of three (3) months. Second year MBBS students who were studying in the International Medical School, Management & Science University,Selangor, Malaysia with the age group of equal or more than 18 years of age with both sexes were selected as study population. Several online quizzes were conducted by Quizizz. Data were analysed after online quizzes using semi-structured questionnaire.
Results: A total number of 42 students were involved in this study. Among these 35(83.33%) surveyed students were strongly agreed with timing for answering the questions however, 39(92.86%) strongly agreed that quizzes stimulate interest in pharmacology and 28(66.67%) strongly agreed that quizzes improve knowledge and skill in pharmacology. Most of the students suggested to continue online quizzes.
Conclusion:Systematic analysis and stratification of students’ perceptions regarding technology enhanced learning initiatives such as online quizzes are essential in gaining insight for educational planning and interventions in pharmacology.
Journal of Current and Advance Medical Research 2019;6(1):14-17
Background: Periodic students’ feedback ensures and enhances the effectiveness of the curriculum of medical subject.
Objective: This study was designed to obtain students appraisal of the undergraduate pharmacology curriculum and teaching methodology.
Methodology: This cross-sectional study was conducted in the Department of Pharmacology at Colonel Malek Medical College, Manikganj, Bangladesh from May to June, 2019 for a period of two months. Questionnaire-based data were collected from students of both sexes who had completed 3rd Professional examination. Likert Scale was applied to collect students’ feedback on pharmacology.
Results: A total number of 40 students were recruited for this study of which 60.0% students were strongly agreed about organized teaching. About 47.5% students were agreed that the course was appropriate at their level and achieved their goals in Pharmacology. However, 55% of them strongly agreed that teacher provided clear constructive feedback during class. Total 60%, were agreed that the course improved their problem-solving skills. Overall, 55% students were agreed regarding their satisfaction on Pharmacology course delivery and conduction.
Conclusion: In conclusion, periodic appraisal from students regarding evaluation of the student-centric undergraduate pharmacology curriculum is vital in developing efficient medical graduates.
Journal of Current and Advance Medical Research, January 2021;8(1):30-33
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