Background: Adverse drug reactions (ADRs) represent a serious health problem. Effective generation of ADR related data helps in practicing evidence-based medicine and thus prevents many adverse drug reactions. Spontaneous reporting of ADRs has remained the major sources of information of pharmacovigilance. Underreporting of ADRs is a common problem. In order to improve the reporting rate, it is important to improve the Knowledge, Attitude and Practices (KAP) of the prescribers regarding ADR reporting and Pharmacovigilance. Hence this study was undertaken to assess the knowledge, attitude and practice regarding Pharmacovigilance among doctors of Shridevi Institute of Medical Sciences and Research Hospital, Tumkur, Karnataka.Methods: This was a cross sectional, observational, questionnaire based study conducted using a predesigned Knowledge Attitude Practice (KAP) questionnaire among 110 doctors. The completed KAP questionnaire was collected and data analyzed.Results: Most of the doctors (98.15%) accepted that reporting ADR is necessary. 67.31% agreed that ADR reporting is necessary for identifying safety of the drug and 94.44% agreed that pharmacovigilance should be taught in detail to health-care professionals. But there was a huge gap between the ADR experienced (80%), and ADR reported (25.45%) by the prescribers. Only 29.09% medical professionals have ever seen the ADR reporting form and only 16.36% respondents have been trained on reporting on ADR.Conclusions: Study revealed that the majority of the doctors had a good knowledge but poor attitude and practice of pharmacovigilance. They should be trained properly on ADR reporting to improve the current scenario in the pharmacovigilance program of the country.

Background: The drug promotional literature is one of many sources for seeking information about the drugs to the busy medical practitioner. The aim of current study was to assess drug promotional literatures as per world health organization, criteria and categorize them and to analyse the claims in presented in DPL.Methods: Current study is a descriptive study in which pharmaceutical promotional materials were collected from selected out-patient departments of a tertiary care hospital, Kurnool. Printed drug promotional literatures for modern drugs were collected and an assessment was made whether the advertisements adhered to WHO criteria for medicinal drug promotion.Results: A total of 271 drug promotional literatures were collected. Information about the single drug was given in 127 (46.9%). 144 (53.1%) DPLs contain fixed-dose combination. Majority of drug promoted in collected DPLs were miscellaneous group 83 (30.8%) followed by antimicrobials 55 (20.3%) and blood and cardiovascular drugs 37 (13.1), gastrointestinal drugs 23 (8.5%), drugs acting on endocrine system 23 (84.5%). Generic name was mentioned in 229 (84.5%) while brand name was mentioned in 271 (100%) of DPL.Conclusions: The study concluded that the drug information provided in the promotional brochures can be incomplete and unreliable. Hence a physician should not rely solely on the DPL provided by medical representatives. All brochures circulated among prescribers must undergo a strict process of assessment regarding information provided, especially related to efficacy and safety.

Background: All subjects of MBBS do not have same examination pattern especially concerning to question paper pattern and distribution of marks. As a result, students are experiencing variety of examination patterns during their study. Neither is their uniformity of examination pattern throughout the country nor there is uniformity within a university. In such situation, it would be wise to take feedback from students which could help in redesigning the examination pattern. This study was done to collect students’ opinion regarding current examination methods and possible changes that might be required in existing assessment methods.Methods: Questionnaire based study was done on MBBS second year students of Viswabharathi medical college. Questionnaire consisted of 10 questions about examinations faced by the students. Each question had five options arranged according to 5-point Likert scale.Results: 99 students participated in this study. 51.52% students preferred having two essay questions and 42.42% preferred having one essay question in final theory exam. 52.53% preferred to have 40 marks as weightage of one paper. 50.51% supported having illustration-based questions in their final theory examinations. 79.80% stated that at least 30 days of preparation holidays are required for them before their final exams. 48.48% preferred having five very short answer questions. 48.48% stated that weekend tests conducted by their institute were helpful to them. 66.66% disagreed upon increasing number of questions in final examination. 63.63% agreed on having MCQ’s. 48.48% agreed on having viva voce during every internal examination. Consensus could not be reached upon frequency of institutional tests.Conclusions: This study highlighted certain shortcomings in medical education with respect to examinations. Weightage and number of questions might be increased marginally to have a uniform pattern. Question paper should have more very short answer questions and less essay questions. Illustration based questions should also be introduced. 30 days of preparation holidays must be given before final exams for self-study.

INTRODUCTIONPharmacology as a discipline is undergoing continuous development and is becoming an important component of all areas of medicine. Prescribing skills of newly graduated doctors largely depend upon good foundation in pharmacology. To acquire the necessary prescribing skills it is important that medical students appreciate pharmacological principles and understand their application in clinical situations. Consequently, reforms in undergraduate teaching are the need of the hour. It is generally agreed that reviewing the teaching program at regular intervals and modifications in the methodologies of imparting basic knowledge about drugs and drug therapies is a must. Many attempts have been made by various colleges all over India and abroad to make the teaching of pharmacology more interesting and relevant. Traditionally, the teaching of pharmacology in medical schools follows a discipline-based and lecture-based approach with a heavy emphasis on acquiring factual knowledge concerning drugs. Also pharmacy, animal experiments, prescription writing, and clinical problems solving included additionally. It is difficult to mend student perception with traditional methods of teaching, though some modification in teaching-learning ABSTRACT Background: Pharmacology as a discipline is undergoing continuous development. It is generally agreed that reviewing the teaching program at regular intervals and modifications in the methodologies of imparting basic knowledge about drugs and drug therapies is a must. Students' perceptions and attitude regarding the different teaching-learning and evaluation methods are important for further development and restructuring of medical education in future. The present study was undertaken to gather students' perception about pharmacology teaching and learning methods. Methods: A 20 item prevalidated Questionnaire proforma was distributed to two batches of undergraduate medical students. The completed questionnaires were collected and data was analysed. Results: Of the 100 students who answered, 62% students considered the importance of pharmacology above all subjects. Among the various topics central nervous system 60%, chemotherapy 52% and cardiovascular pharmacology 42% were considered the most interesting topics. Of the teaching methodologies, more than half of the students (62%) found interactive lectures most helpful, whilst 39 % rated audio-visual aided lectures. In terms of reforms, 48 % of the students suggested to introduce small group discussion hours, 44 % suggested making use of more audio-visual aids and 21 % wanted more clinical pharmacology. Discussions at the end of class (55 %), encouraging students to ask questions during lectures (38 %) were main ways to enhance active student participation. Conclusions:The results of our study revealed a positive feedback from students which will help in making the teaching programme in pharmacology more interesting and relevant.