Analysis of Undergraduate Pharmacology Written (SAQ) Question of Different Universities in Bangladesh

et al. 2022

Preprint

Background: It is expected that pharmacology education should prepare students as rational prescriber. Credibility of undergraduate pharmacology curricula is rather questionable in this aspect. As assessment shapes learning priorities, it is crucial to design assessment methods of pharmacology in right way to achieve the expected learning outcomes of future physicians. Materials and Methods: This descriptive cross-sectional study was conducted to compare the reflection of curricular objectives, content coverage and national health priorities in undergraduate pharmacology written question papers (SAQ) of different universities of Bangladesh in last 10 years (January 2010 to November 2019). Total 131 question papers were collected, and reflection of curricular objectives, content coverage and selective disease burdens were evaluated and compared. Result: One objective regarding factual knowledge (pharmacological effects, mechanisms of action, pharmacokinetic characteristics and adverse reactions of drugs) had significant higher weightage throughout the decade in all universities. There were statistically significant differences in weightage of reflection of five curricular objectives (p value <0.00001, 0.001, 0.003, 0.004, 0.02) among different universities. There was not a single question reflecting the ethical and legal issues involved in drug prescribing, development, manufacture and marketing in the decade in any university. Chemotherapy was the highest covered area (mean 19.4 SD 3.3), followed by central nervous system (mean 16.0 SD 3.4) and general principles of pharmacology (mean 14.3 SD 3.2) throughout the last ten years in all universities. There was statistically also significant difference among different universities in weightage of all content areas except Gastrointestinal pharmacology. Statistically significant difference (p value <0.00001) among different universities in cardiovascular diseases burden was observed. Conclusion: Current study found variation in pharmacology written question papers of different universities in the aspects of reflection of curricular objectives, content coverage and cardiovascular disease burden.

Section: Discussionsupporting

confidence: 77%

Section: Discussionmentioning

confidence: 87%

Section: Introductionmentioning

confidence: 99%

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Undergraduate Pharmacology Written Question Papers of Different Universities of Bangladesh: Analysis of One Decade

Johora

Abbasy

et al. 2022

Preprint

“…30 Problem based questions are for students to assess their knowledge and understanding level through which they can solve problem in a novel situation. 31 Current research found that percentage of problem based question had reduced dramatically over the last 10 years and this finding was concurrent to previous two studies conducted in Bangladesh 24,26 although there is already identified need by pharmacology educators of the country to incorporate problem based questions in undergraduate written exams. 32 Regarding weightage of problem based questions, another point is significant difference (<0.00001) was observed among different universities in current study.…”

Section: Discussionsupporting

confidence: 63%

“…19, 20 Several studies were conducted in Bangladesh to evaluate pharmacology education (curriculum, textbooks and question papers) from different perspectives. 21, 22, 23, 24, 25, 26 In this backdrop, current study was conducted to evaluate pharmacology written question papers of last 10 years with the attempt to find out the weightage and trend of problem-solving questions in the written assessment system.…”

Section: Introductionmentioning

confidence: 99%

Trend and Weightage of Problem-based Questions in Undergraduate Pharmacology Written Question Papers of Bangladesh

Johora

Abbasy

et al. 2022

Preprint

Background: The key objective of pharmacology education is to make graduates competent enough to prescribe safely and effectively. There is worldwide speculation of inadequacy of pharmacology education to achieve the expected learning outcomes. Problem-based pharmacotherapy is considered as one of the crucial way to prepare future physicians as rational prescribers. As assessment drives learning priorities, adequate weightage on problem-based questions in undergraduate pharmacology examination might be helpful. Materials and Methods: This descriptive cross-sectional study was conducted to analyze the undergraduate pharmacology written question papers (SAQ) of MBBS curriculum of 07 different universities (Bangladesh University of Professionals, University of Dhaka, University of Chittagong, University of Rajshahi, Shahjalal University of Science and Technology, University of Science and Technology, Chittagong and Gono Bishwabidyalay) of Bangladesh in last 10 years (January 2010 to November 2019). Total 131 question papers were collected, and trend and weightage of problem-based questions were evaluated. Results: Problem-based questions have been reduced dramatically over the decade and mean percentage of marks allocated for problem-based questions was 1.2 (SD1.3) over last years. There was significant difference (<0.00001) of weightage of problem-based questions among different universities of Bangladesh. Highest presence of problem-based question was observed in Gono Bishwabidyalay (GB), followed by Shahjalal University of Science and Technology (SUST), University of Rajshahi (RU) and Bangladesh University of Professionals (BUP) but there was not a single problem-based question in University of Dhaka (DU), University of Chittagong (CU) and University of Science and Technology (USTC) over 10 years period. Conclusion: Current study revealed negligible presence of problem-based questions in undergraduate pharmacology written question papers of Bangladesh over 10 years period.

Undergraduate Pharmacology Written Question Papers of Different Universities of Bangladesh: Analysis of One Decade

Johora¹,

Abbasy²,

Chatt Maa Shi Hosp Med Coll J

et al. 2022

Background: It is expected that pharmacology education should prepare students as rational prescriber. Credibility of undergraduate pharmacology curricula is rather questionable in this aspect. As assessment shapes learning priorities, it is crucial to design assessment methods of pharmacology in right way to achieve the expected learning outcomes of future physicians. Materials and methods: This descriptive cross-sectional study was conducted to compare the reflection of curricular objectives, content coverage and national health priorities in undergraduate pharmacology written question papers (SAQ) of different universities of Bangladesh in last 10 years (January 2010 to November 2019). Total 131 question papers were collected, and reflection of curricular objectives, content coverage and selective disease burdens were evaluated and compared. Results: One objective regarding factual knowledge (Pharmacological effects, mechanisms of action, pharmacokinetic characteristics and adverse reactions of drugs) had significant higher weightage throughout the decade in all universities. There were statistically significant differences in weightage of reflection of five curricular objectives (p value <0.00001, 0.001, 0.003, 0.004, 0.02) among different universities. There was not a single question reflecting the ethical and legal issues involved in drug prescribing, development, manufacture and marketing in the decade in any university. Chemotherapy was the highest covered area (19.4±3.3), followed by central nervous system (1 6 . 0 ± 3 . 4 ) and general principles of pharmacology (14.3±3.2) throughout the last ten years in all universities. There was statistically also significant difference among different universities in weightage of all content areas except Gastrointestinal pharmacology. Statistically significant difference (p value < 0 . 0 0 0 0 1 ) among different universities in cardiovascular diseases burden was observed. Conclusion: Current study found variation in pharmacology written question papers of different universities in the aspects of reflection of curricular objectives, content coverage and cardiovascular disease burden. Chatt Maa Shi Hosp Med Coll J; Vol.21 (2); July 2022; Page 3-8