Effectiveness of Revised Pharmacology Record Books as a Teaching-Learning Method for Second Year Medical Students

Palappallil, Dhanya Sasidharan; Gangadhar, Reneega

doi:10.7860/jcdr/2016/15206.7054

Cited by 2 publications

(2 citation statements)

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“…Palappallil and Gangadhar stated that the participant students suggested the inclusion of group discussions and role plays to make the practical sessions more interesting and role plays can increase the art of communication. [ 17 ] In this study, these two interventions with seminars made it more interesting, however, no significant gain in communication skills was opined to be obtained.…”

Section: Discussionmentioning

confidence: 65%

Effectiveness of modified seminars as a teaching-learning method in pharmacology

Palappallil¹,

Sushama²,

Ramnath³

2016

Int J App Basic Med Res

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Context:Student-led seminars (SLS) are adopted as a teaching-learning (T-L) method in pharmacology. Previous studies assessing the feedback on T-L methods in pharmacology points out that the traditional seminars consistently received poor feedbacks as they were not favorite among the students.Aims:This study aimed to obtain feedback on traditional SLS, introduce modified SLS and compare the modified seminars with the traditional ones.Settings and Design:This was a prospective interventional study done for 2 months in medical undergraduates of fifth semester attending Pharmacology seminars at a Government Medical College in South India.Subjects and Methods:Structured questionnaire was used to elicit feedback from participants. The responses were coded on 5-point Likert scale. Modifications in seminar sessions such as role plays, quiz, tests, group discussion, and patient-oriented problem-solving exercises were introduced along with SLS.Statistical Analysis Used:The data were analyzed using SPSS version 16. The descriptive data were expressed using frequencies and percentages. Wilcoxon signed rank test, and Friedman tests were used to compare traditional with modified seminars.Results:The participants identified interaction as the most important component of a seminar. Majority opined that the teacher should summarize at the end of SLS. Student feedback shows that modified seminars created more interest, enthusiasm, and inspiration to learn the topic when compared to traditional SLS. They also increased peer coordination and group dynamics. Students opined that communication skills and teacher-student interactions were not improved with modified seminars.Conclusions:Interventions in the form of modified SLS may be adopted to break the monotony of traditional seminars through active participation, peer interaction, and teamwork.

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Section: Discussionmentioning

confidence: 65%

Effectiveness of modified seminars as a teaching-learning method in pharmacology

Palappallil¹,

Sushama²,

Ramnath³

2016

Int J App Basic Med Res

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“…The clinical pharmacology exercises like patient oriented problem solving exercises generate clinical orientation pertaining to the treatment of disease in correlation with the pharmacological concepts. 13 Casebased learning have been well-implemented into the undergraduate curriculum with due stress on active learning during seminars and other innovative sessions. 14 In this study, 39.8% were clinically oriented questions mentioning a history of hypersensitivity either following a drug administration or food intake or pollen exposure.…”

Section: Discussionmentioning

confidence: 99%

Concept learning through question framing in Pharmacology

Sreedharan

Vijayalekshmi

Palappallil

2018

Int J Basic Clin Pharmacol

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Background: Framing questions is a skill that requires expertise, knowledge, guidance and mentoring. It provides structure for deep learning, critical thinking and also promotes interaction and communication. Objective of this study is to analyze the question framing skills of fifth semester medical students on a ‘must know’ area in Pharmacology.Methods: A cross-sectional study was done in the Department of Pharmacology of a Government Medical College in Central Kerala. After briefing about the study, each of the participants was instructed to frame a question which were collected after 15 minutes. The data on different aspects of questions was analysed by Statistical Package for the Social Sciences 16.Results: Total 130 students, 79 females and 51 males participated in this study. 7 questions were incomplete and excluded from further analysis. From the rest 123 properly framed questions, 106(86.2%) were correct, 10(8.1%) were partially correct and 7(5.7%) incorrect with regards to the task assigned. In this study knowledge as well as application was tested in 50.4% questions, comprehension in 21.1% and application alone in 22.8%. The knowledge dimension tested was factual in 91(74%) and conceptual in 32(26%). Non-hierarchical classification showed 96(78%) convergent and 27(22%) divergent.Conclusions: In this study majority of the participants framed direct short answer questions which reflects factual knowledge indicating their lower-level cognition. Critical thinking and procurement of higher level cognition can be attained by directing them to frame the right question especially in medical education.

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Effectiveness of Revised Pharmacology Record Books as a Teaching-Learning Method for Second Year Medical Students

Cited by 2 publications

References 12 publications

Effectiveness of modified seminars as a teaching-learning method in pharmacology

Effectiveness of modified seminars as a teaching-learning method in pharmacology

Concept learning through question framing in Pharmacology

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