Intern doctors' feedback on teaching methodologies in pharmacology

Jaykaran,; Chavda, Nilesh; Yadav, Preeti; Kantharia, ND

doi:10.4103/0976-500x.72359

Cited by 17 publications

(18 citation statements)

References 4 publications

(4 reference statements)

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“…13,14 In this study some student mentioned about not having any knowledge of pharmacology before entering 2 nd year. An overview of different subjects at the start of 1 st year of MBBS may be helpful.…”

Section: Discussionmentioning

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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Section: Discussionmentioning

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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“…3 ; while in intern doctors' feedback study 32% interns pointed that incorporation of clinical pharmacology should be bed side learning. 4 In our study 96.5% clinical tutors, 93.4% pharmacologists and all junior doctors are in favour of bedside study of pharmacology.…”

Section: Figmentioning

confidence: 99%

Assessment for the Necessity to Change Undergraduate Pharmacology Curriculum in Medical Colleges: A Questionnaire Based Study

Begum¹,

Mukherjee²,

De³

et al. 2016

jemds

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“…Rational Pharmacotherapy (RPT) require that the patients receive medications appropriate to their clinical needs, in doses that meet their own requirements, for an adequate period of time and at the lowest cost. 10 This can be achieved by including Rational Therapeutics and pharmacoeconomics in pharmacology practical curriculum at regular interval. For imparting updates in basic pharmacology knowledge of drug and its application is required.…”

Section: Sequential Learningmentioning

confidence: 99%

Feel good in the medical pharmacology

Bavane

Naikwadi²

2017

Int J Basic Clin Pharmacol

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INTRODUCTIONA curriculum is a vision and road map to meet academic objectivities. Does the present curriculum in pharmacology meet these objectives? Pharmacology being a dynamic subject needs to be constant updating. Pharmacology has undergone phenomenal growth during the last twenty five years and drug therapy now forms its major aspect. So far pharmacology was associated with study of drugs in dogs cats and rats. While therapeutic or clinical application was regarded as entirely independent and mystical skill. Now it is generally agreed that the major objectives of teaching pharmacology to the medical students is to provide a rational basis for choosing and using drugs skillfully to relieve patient's ailments. This is becoming more and more important as the practicing doctor is now confronted with so called "newer drugs" at such a great pace that even a full time pharmacologist sometimes finds it difficult to keep abreast of their merits and demerits. Therefore, it is highly desirable that the students of pharmacology should be educated to develop ABSTRACT Background: A curriculum is a vision and road map to meet academic objectivities. The major objectives of teaching pharmacology to the medical students is best way of understanding, retaining pharmacological information and to provide a rational basis for choosing drugs skilfully to relieve patient's ailments. For better understanding of subjects and its correlation the sequential and interdependent schedule achieved through rearrangements of topics. So that earlier chapters of this pattern are arranged in such manner as general consideration of pharmacological principles and physiological topics of treatment part slowly in 3 rd term. By the time student of II nd M.B.B.S are familiar with disease conditions from other paraclinical and clinical departments to achieve the goal for understanding of remaining topics. There should be continuous ongoing reforms for discovering, interpreting, revising and delivering the current knowledge of the subject relevant to the needs of society as a part of research. Methods: A structured 16 point questionnaire containing both open and close ended questions regarding reforms and innovation in pharmacology is prepared for opinion poll. The total 289 participant are from III, IV, V, VI, VII and VIII term's M.B.B.S. students. The participants are also allowed to offer their own suggestions for certain important item regarding modification in teaching curricula of the subjects. Results: Large majority of the students of opinion poll are in favour of reforms and innovations. They also suggested their own suggestions regarding the refreshing of the subjects. Conclusions: The teaching program of pharmacology at regular interval should be researched to discover, interpret, revise and deliver the updates in basic pharmacological knowledge of drugs and its application.

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Intern doctors' feedback on teaching methodologies in pharmacology

Cited by 17 publications

References 4 publications

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

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

Assessment for the Necessity to Change Undergraduate Pharmacology Curriculum in Medical Colleges: A Questionnaire Based Study

Feel good in the medical pharmacology

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