Dental students’ perceptions and feedback on teaching and learning pharmacology

Patel, Amit; Katlam, Savitri

doi:10.18203/2319-2003.ijbcp20173754

Cited by 3 publications

(3 citation statements)

References 4 publications

(8 reference statements)

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“…This result may be related to the traditional lecture-based teaching method, which does not optimize the assimilation of pharmacotherapy concepts [20]. Some studies reported that dental scholars signi cantly improved their prescribing skills after receiving interactive classes in pharmacology [21,22]. Debating in the classroom seems to be an effective learning method since it improves the level of cognitive skills and the use of scienti c databases regarding several topics such as the use of water uoridation for drinking purposes as well as the use of antibiotics in dentistry [23].…”

Section: Discussionmentioning

confidence: 99%

Pharmacotherapy and drug prescription: Do dental scholars have the proper knowledge?

de Santana,

Petta,

de Sousa

et al. 2024

Preprint

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Background Despite attending pharmacotherapy courses around half of the program, a large number of dental scholars still have doubts about how to prescribe drugs during supervised final-year practice internships. This cross-sectional and descriptive survey study aimed to evaluate the level of pharmacology knowledge of dental scholars attending different undergraduate terms at two dental schools. Methods After ethical approval and informed consent form signing, 128 dental scholars of the sixth (who recently attended the pharmacotherapy or equivalent course) or tenth undergraduate term anonymously answered a previously validated multiple-choice questionnaire composed of 4 questions on drug prescription regulation and 10 questions on pharmacological clinical cases. The level of knowledge of the dental scholars was categorized (poor, fair good, or excellent) and the frequencies of correct answers were compared by using the chi-square tests (p < 0.05). Results The percentages of correct answers from academics at different undergraduate terms within the same dental school were not significantly different (p = 0.938). In both dental schools, the majority of academics presented poor and fair knowledge levels. Overall, academics from dental school B provided a significantly greater percentage of correct answers than did those from dental school A (p = 0.025). Questions regarding drug prescription for medical emergencies and adequate concentrations of fluorides presented the lowest average percentages of correct answers (7.8% and 13.3%, respectively). Conclusions The pharmacotherapy and drug prescription knowledge level of academics from the two dental schools were predominantly poor and fair.

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Section: Discussionmentioning

confidence: 99%

Pharmacotherapy and drug prescription: Do dental scholars have the proper knowledge?

de Santana,

Petta,

de Sousa

et al. 2024

Preprint

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show abstract

“…Furthermore, there is an agreement that the quality of instructors, assessment type, learning environment and lecture content influence overall learning for dental students. 17,[35][36][37][38][39][40][41][42] Furthermore, it is important to emphasise that supervising tutors may need additional training to ensure that they are competent in the knowledge of modern prescribing frameworks and that they understand the principles of antimicrobial stewardship and the quality use of medicines. 9,43 The current study had several strengths and limitations worth noting.…”

Section: Discussionmentioning

confidence: 99%

Dental students' knowledge of and attitudes towards prescribing medication in Western Australia

Park

Daniel

Wong

et al. 2022

Eur J Dental Education

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Introduction: Dentists can prescribe medications for prophylactic and therapeutic purposes. In Australia, dental graduates can autonomously practise within the scope of their qualifications without needing to undertake an internship post-graduation.Although previous research has identified knowledge gaps amongst dental students in Australia on pharmacology and pharmacotherapeutic knowledge, there has been no published research that qualitatively highlights dental students' knowledge of medication prescribing in Australia. This study aimed to undertake a qualitative analysis of Western Australian dental students' attitudes towards and knowledge of medication prescribing.Methods: This qualitative case study design employed semi-structured interviews as means of collecting data. It utilised a purposive sampling in penultimate and final year dental students at the University of Western Australia.Results: Twenty dental students participated in the study. Five key themes were identified in the data: current and previous education, application when delivering pharmacology and pharmacotherapeutics, teaching to ensure patient-centred care, supervision and referral to relevant resources. Participants agreed that having previous knowledge in the area provides students with confidence regarding medication prescribing. Furthermore, students in this study valued having guidance when prescribing medications.Conclusions: This study highlights the complexity of medication prescribing for dental students. It also highlights their experience with the current pharmacology and pharmacotherapeutics curriculum. All students interviewed valued application-based teaching, making it specific to dentistry. If curriculum were to be redeveloped, considering their perceptions may be a valuable tool.

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“…It serves as a foundation stone for clinical practice. 1 Currently teaching of pharmacology in the medical curriculum especially in India is primarily drug-centred and imparts factual knowledge instead of therapeutic skills. 2 As opposed to traditional and passive didactic lectures, active-learning strategies address the educational content in an interactive learning environment to develop interpersonal, communication, and problem-solving skills needed by future doctors to function effectively in their new roles.…”

Section: Introductionmentioning

confidence: 99%

Student’s perception about teaching methodologies used in pharmacology: a questionnaire based cross sectional study

Sharma¹,

Srinivas²

2018

Int J Basic Clin Pharmacol

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INTRODUCTIONPharmacology, is an ever-changing medical subject like other branches of medical sciences. It is a significant subject, included in the third, fourth and fifth semesters of the Bachelor of Medicine and Bachelor of Surgery (MBBS) curriculum in India and is horizontally integrated with other second year subjects like Microbiology, Pathology and Forensic Medicine. Pharmacology is a subject, which has to be learnt thoroughly in order to treat patients effectively. It serves as a foundation stone for clinical practice. Currently teaching of pharmacology in the medical curriculum especially in India is primarily drug-centred and imparts factual knowledge instead of therapeutic skills. 2As opposed to traditional and passive didactic lectures, active-learning strategies address the educational content in an interactive learning environment to develop interpersonal, communication, and problem-solving skills needed by future doctors to function effectively in their new roles. 3 ABSTRACT Background: Pharmacology is one of the most clinically applied subjects which are highly volatile. Hence new methodologies have to be introduced in medical curriculum which must be in line with the students' preferences. The study aimed to determine the opinion of students regarding the teaching of pharmacology, the best way of knowing and retaining the subject and application of the subject in future practice. Methods: The study will be conducted at private Medical college in Mangalore. It is an observational, KAP cross-sectional questionnaire-based study. Convenient sampling method is used in which 140 Second year MBBS students were enrolled. SPSS version 21 was used to generate tables and graphs. Results of the study are based on descriptive statistics. Results: Questions which were not answered were taken as invalid response. Results show that majority preferred newer learning methodology, case-based learning, integrated teaching were more appealing, and peer associated teaching like group discussion was better for applied topics. Attitude of students in learning has shifted from traditional text book to the recent concept of knowledge sharing. Conclusions:In general students' perceptions regarding learning pharmacology was observed to be positive. The study highlights the need for interactive teaching. Practical sessions can be used to teach basic concepts and rational use of drugs. Knowledge seeking behaviour needs improvisation by teacher.

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Dental students’ perceptions and feedback on teaching and learning pharmacology

Cited by 3 publications

References 4 publications

Pharmacotherapy and drug prescription: Do dental scholars have the proper knowledge?

Pharmacotherapy and drug prescription: Do dental scholars have the proper knowledge?

Dental students' knowledge of and attitudes towards prescribing medication in Western Australia

Student’s perception about teaching methodologies used in pharmacology: a questionnaire based cross sectional study

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