Interns opinion on ‘bedside pharmacology clinics’ and its incorporation in undergraduate curriculum

Akat, Pramod B; Karande, Vitthal B; Murthy, Mangala Bhaskar; Burute, Shreyas R.

doi:10.4103/0976-500x.92519

Cited by 9 publications

(8 citation statements)

References 2 publications

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“…However, 73.20% interns suggested that apart from 2nd MBBS it should be included in 3rd MBBS curriculum in another research. 9 Similarly, a study which was conducted in New Delhi India has showed that 80.47% students and 87.50% teachers were in of bedside teaching. 10 It was also noted that blackboard teaching with audio-visual aids liked by 62% (240/387) of the students.…”

Section: Discussionmentioning

confidence: 99%

The opinion of undergraduate medical students on current curriculum and teaching methodology of pharmacology in four medical colleges of India: a questionnaire based study

Saurabh¹,

Agrawal²

2015

Int J Basic Clin Pharmacol

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INTRODUCTIONPharmacology is one of the most progressive and constantly changing basic medical science subjects. It is taught in 3rd, 4th, and 5th semesters of our medical curriculum, and it is the backbone of rational therapeutics. Sound knowledge of this subject plays a very important role in developing a rational approach toward treating patients. It needs to be taught and learnt effectively so that the benefit of the rational use of drug and cost-effective treatment reach the grass root levels of the community with the help of basic doctor. The curriculum of pharmacology being implemented is currently lacks uniformity at different medical colleges due to the lack of a clear directive from the Medical Council of India (MCI) and has failed to keep pace with the rapid changes and the requirements of clinical practice.1 A famous pharmacologist also wrote, "the undergraduate (UG) medical curriculum in pharmacology, which has been a topic of intense debate among the pharmacologist unfortunately, has not undergone the requisite changes commensurate with the explosion of knowledge, techniques and new drugs have flooded the medical scene." 2 Didactic lectures, tutorials, and practical classes are the common methods of teaching in most of the medical colleges of India. The scientific curriculum of our subject and the innovative teaching methods would produce the vision and roadmap which can fulfill the academic objectives. It is believed that reviewing the teaching methods on getting feedback from the students and the modification of methodologies accordingly is very important for the UG medical teaching. 3,4ABSTRACT Background: The objective of current study was to obtain an opinion from 2nd professional year passed medical students on current curriculum, teaching methodology and importance of pharmacology subject and to identify the area of improvement. Methods: A set questionnaire was distributed among randomly distributed to 2nd year passed 100 undergraduate (UG) students to each of four medical colleges. They were instructed to tick out the best possible option of each question on the basis of their own perceptions. They are also asked to give suggestion to improve teaching and learning of pharmacology subject. Results: Out of the 400 students, only 387 responses of students were suitable for data analysis. The majority of students 99.22% (384) were unsatisfied with the practical teaching. Teachings of preparing and dispensing types of exercises were irrelevant in today's clinical practice according to 87.78% of the students and were in favor of the deletion of such exercises from the curriculum. The analysis showed that 62.27% of the students were the opinion that animals should not be used in experimental pharmacology. More than half of the UGs (63%) supported the use of computer assisted learning. All of the students were interested in the inclusion of case, problem and multiple choice based question discussions in the regular teaching classes followed by quizzes (31.78%) and group discussions (14.47) while sma...

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Section: Discussionmentioning

confidence: 99%

The opinion of undergraduate medical students on current curriculum and teaching methodology of pharmacology in four medical colleges of India: a questionnaire based study

Saurabh¹,

Agrawal²

2015

Int J Basic Clin Pharmacol

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“…showed that interns favor bedside teaching of pharmacology for better retention and application in future practice. [ 2 3 ]…”

Section: Introductionmentioning

confidence: 99%

Modified case based learning: Our experience with a new module for pharmacology undergraduate teaching

Gupta¹,

Arora²,

Kaushal³

2014

Int J App Basic Med Res

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Objective:The undergraduate teaching in pharmacology has always been a challenging task for medical teachers. Traditional lecture format is monotonous and a passive way of learning. There is a need to shift the educational focus from content centered to case based. In an effort to create interest and further improve the student learning, we have introduced simulated bedside teaching sessions as case based learning (CBL) module (modified CBL-[mCBL]) for 2nd professional MBBS students.Materials and Methods:A case scenario of a clinical disease condition was prepared in consultation with a clinician. During the session, the case was presented along with discussion on the disease process, its management and rational drug use. Students were encouraged to participate actively. After the session, students were requested to fill the feedback questionnaire anonymously (both open-ended questions and responses on Likert scale).Results:According to the students, factors such as clinical orientation, interactivity and re-enforcement of important points helped them to learn better. Majority of the students (76.09%) found the sessions to be better than theory lectures and tutorials. The fact that the interactive component of departmental feedback (taken at the institutional level) has improved during the last 2 years could be attributed to the introduction of these sessions.Conclusion:mCBL (in the presence of departmental faculty and concerned clinician) is a good method of integrating pharmacology with clinical subjects. To make such sessions more reliable, the next planned step is to assess the knowledge gained by the students during such sessions in the future.

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“…Additionally, findings from another study showed that 73.2% of the interns suggested the need for implementation of pharmacology teaching in 3 rd MBBS apart from that in 2 nd MBBS. 15 Seminars is a small group teaching-learning method in which the participants discuss under the guidance of an expert. In the present study, it was mentioned by many students that they do not come prepared for the seminar when they are not presenting it.…”

Section: Discussionmentioning

confidence: 99%

Second year medical students’ feedback on teaching-learning methodologies and evaluation methods in Pharmacology: a questionnaire based study

Konda

Prakash

Subash

et al. 2017

Int J Basic Clin Pharmacol

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Background: Pharmacology enables medical students with the art of rational prescriptions of drugs. It is one of the rapidly evolving subjects in medical sciences. The purpose of the study was to assess whether teaching-learning methodologies and evaluation methods are supporting the curriculum goals and what modifications can be made for the benefit of medical students.Methods: After approval by the Institutional Ethics Committee the study was carried out in January-February 2017. A total of 128 students of 2nd MBBS were administered a pre-validated questionnaire after explaining the purpose of the study. Descriptive statistics were used for analysis of data. Frequency was expressed as percentage.Results: A total response rate of 93.75% was observed. Most of the students mentioned cardiovascular system (20.8%) as the most interesting topic. 78.3% preferred teaching by use of combination of both audio-visual aids and chalk and board. Majority of the students rated practical classes as similar to theory (34.2%). 91.7% students mentioned that seminars are useful to them. 95% of students are interested in continuation of the integrated classes conducted at the end of each chapter. 98.3% of students for written tests and 90% for viva voce responded positively for the need of such periodic evaluation in addition to university prescribed evaluations. 95% students mentioned that field visits helps them in better understanding of pharmacology.Conclusions: The present study helped us to elicit student preferences regarding teaching and evaluation methods in pharmacology. Implementation of the same would be helpful for better outcome of students.

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Interns opinion on ‘bedside pharmacology clinics’ and its incorporation in undergraduate curriculum

Cited by 9 publications

References 2 publications

The opinion of undergraduate medical students on current curriculum and teaching methodology of pharmacology in four medical colleges of India: a questionnaire based study

The opinion of undergraduate medical students on current curriculum and teaching methodology of pharmacology in four medical colleges of India: a questionnaire based study

Modified case based learning: Our experience with a new module for pharmacology undergraduate teaching

Second year medical students’ feedback on teaching-learning methodologies and evaluation methods in Pharmacology: a questionnaire based study

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