Objectives:Medication communication skills are vital aspects of patient care that may influence treatment outcomes. However, traditional pharmacology curriculum deals with imparting factual information, with little emphasis on patient communication. The current study aims to explore students’ perceptions of role-play as an educational tool in acquiring communication skills and to ascertain the need of role-play for their future clinical practice.Materials and Methods:This questionnaire-based study was done in 2nd professional MBBS students. A consolidated concept of six training cases, focusing on major communication issues related to medication prescription in pharmacology, were developed for peer-role-play sessions for 2nd professional MBBS (n = 122) students. Structured scripts with specific emphasis on prescription medication communication and checklists for feedback were developed. Prevalidated questionnaires measured the quantitative aspects of role-plays in relation to their relevance as teaching–learning tool, perceived benefits of sessions, and their importance for future use.Statistical Analysis:Data analysis was performed using descriptive statistics.Results:The role-play concept was well appreciated and considered an effective means for acquiring medication communication skills. The structured feedback by peers and faculty was well received by many. Over 90% of the students reported immense confidence in communicating therapy details, namely, drug name, purpose, mechanism, dosing details, and precautions. Majority reported a better retention of pharmacology concepts and preferred more such sessions.Conclusions:Most students consider peer-role-play as an indispensable tool to acquire effective communication skills regarding drug therapy. By virtue of providing experiential learning opportunities and its feasibility of implementation, role-play sessions justify inclusion in undergraduate medical curricula.
Serum copper and zinc were estimated in 44 mothers and their cord blood at term. The results were compared with 40 age-matched non-pregnant females and 67 males. The mean serum copper in the nonpregnant female group and in males was 114.6 (SD 30.43) and 111.3 (SD 30.79) micrograms/dl, whereas in mothers immediately after delivery it was 135.3 (+/- 26.26) micrograms/dl, which was significantly higher than the female control group (P less than 0.01). In fetal cord blood, it was 35% as compared to maternal blood. Serum zinc in control females and males was 112.8 (+/- 11.94) and 109.9 (+/- 15.69) micrograms/dl, respectively. In mothers it was 102.9 (+/- 17.04) micrograms/dl which was significantly lower than the female controls. In fetal cord blood, it was 98.6 (+/- 12.10) micrograms/dl. No significant difference could be obtained between maternal serum zinc and cord blood levels.
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