Feedback on and knowledge, attitude, and skills at the end of pharmacology practical sessions

Abstract

Concern has been raised about inadequate pharmacology teaching in medical schools and the high incidence of prescribing errors by doctors in training. Modifications in pharmacology teaching have been carried out in many countries. The present study was carried out using a semi-structured questionnaire to obtain students' perceptions of their knowledge, attitudes, and skills with regard to different subject areas related to rational prescribing at the end of two-year activity-based pharmacology practical learning sessions in a private medical school in Nepal. The effectiveness of the sessions and strengths and suggestions to further improve the sessions were also obtained. The median total knowledge, attitude, skills and overall scores were calculated and compared among different subgroups of respondents. The median effectiveness score was also calculated. Eighty of the 100 students participated; 37 were male and 43 female. The median knowledge, attitude, and skills scores were 24, 39, and 23, respectively (maximum scores being 27, 45, and 36). The median total score was 86 (maximum score being 108). The effectiveness score for most subject areas was 3 (maximum 4). The strengths were the activity-based nature of the session, use of videos and role-plays, and repeated practice. Students wanted more sessions and practice in certain areas. They also wanted more resources and an internet connection in the practical room. The skills scores were relatively low. The immediate impact of the sessions was positive. Studies may be needed to assess the long term impact. Similar programs should be considered in other medical schools in Nepal and other developing countries.

Under graduate student feedback on teaching and evaluation method in clinical pharmacology

“…There are various attempts in all three universities of Nepal to make the teaching of pharmacology more interesting and relevant. 2 One of the course assessment techniques like student feedback may help to know about the advantage and limitation of teaching and assessment methods. 3,4 Currently, student's feedback represents the primary means used by most programs to assess their methodology.…”

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

“…This is in contrast to other studies where the participants demanded inclusion of video detailing and more materials for critical appraisal of pharmaceutical promotions and inclusion of more resources and sessions for EML [20]. Inducing students to understand and respond to the medical literature has been proven to be challenging for the medical educators of the South Asian countries [21].…”

Pharmacology is the Backbone of Rational Prescribing

“…Guide to Good Prescribing teaches and promotes personal drug selection on basis of science, henceforth, prescribers can choose medicine rationally. Thereafter, reduces irrational prescribing and improve the prescribing behavior of healthcare professionals (Shankar, 2011). There are lot of successful studies reporting that P-Drug exercise among medical students has promoted much better and rational selection of medicines (Banerjee et al, 2014;Shankar, 2013;Shankar et al, 2011, Shankar et al, 2007.…”

“…Thereafter, reduces irrational prescribing and improve the prescribing behavior of healthcare professionals (Shankar, 2011). There are lot of successful studies reporting that P-Drug exercise among medical students has promoted much better and rational selection of medicines (Banerjee et al, 2014;Shankar, 2013;Shankar et al, 2011, Shankar et al, 2007. Nonetheless, the P-drug exercise among medical students has not been widely executed in medical and health professional schools in South Asia (Shankar, 2011).…”