Modifications in the undergraduate MBBS pharmacology practical curriculum: The DMCH model

Kaushal, Sandeep; Chopra, SC; Arora, S

doi:10.4103/0253-7613.30767

Cited by 10 publications

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“…The suggestions of relevant modifications in the current curriculum pharmacology made by Indian Pharmacology Society and in various research publications time to time. 1,[13][14][15][16][17][18][19][20] The Students' feedback is guide for the teachers for modifying the teaching methodologies for planning curriculum in order to make pharmacology more meaningful to them. MCI is going to implement Vision 2015, it has many innovative things, e.g.…”

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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“…This was comparable with the previous study by Akter et al 9 The present study was aimed to teach the importance of pharmacotherapy and rational use of drugs to undergraduate students as explained in previous studies. 10 Students were able to categorize the drugs as antibiotics, antacids, antiemetics, analgesics, urinary alkalizers, and other drugs. Thus, they developed analytical skills and understood the prescribing trends in genitourinary tract infections in the hospital.…”

Section: Discussionmentioning

confidence: 99%

Drug utilization study in genitourinary infections used as a teaching tool for rational therapy for MBBS students in a Medical College at Dehradun, Uttarakhand

Dutta¹,

Beg²,

Bawa³

et al. 2015

Int J Basic Clin Pharmacol

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Background: There is a need to introduce clinical pharmacology at the undergraduate level in order to improve rational prescribing of medicines. The present study was undertaken to analyze drug utilization pattern of genitourinary infections to teach certain basic skills to MBBS students which will form an integral component of practicing rational therapeutics. Methods: The retrospective study was conducted by Pharmacology Department in Shri Guru Ram Rai Institute of Medical and Health Sciences (SGRRIM and HS). A total of 92 prescriptions were collected by second professional MBBS students and randomly evaluated for prescribing pattern using WHO drug indicators. Results: A total of 92 prescriptions were analyzed. Male:female ratio was 1.96:1. Age wise distribution was done: 0-15 years were 14 (15.21%), 16-30 years were 26 (28.26%), 31-45 years were 24 (26.08%), 46-60 years were 19 (20.65%), and >60 years were 9 (9.78%). A total of 260 drugs were prescribed. 116 (44.61%) antimicrobials, 70 (26.92%) antacids and antiemetics, 40 (15.38%) analgesics, 11 (4.23%) urinary alkalizers, 9 (3.23%) antifibrinolytics, and 14 (5.38%) miscellaneous drugs were prescribed. 144 (55.38%) injectable and 116 (44.61%) oral drugs were prescribed. Numbers of fi xed-dose combinations were 32 (34.78%). 2.82 drugs per prescription were prescribed. 171 (65.76%) drugs were prescribed from National List of Essential Medicines 2013 (NLEM 2013). Majority of drugs were prescribed by brand names. Conclusion: Majority of drugs were prescribed from NLEM 2013. The main purpose of undergraduate medical curriculum is to develop the requisite diagnostic and therapeutic skills of a basic doctor. It is only by drug utilization studies that burden of diseases and corresponding utilization of drugs can be measured.

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“…Most of the patients were seen in 16-45 year age group which was comparable with previous study 9 . The present study was aimed to teach the importance of pharmacotherapy and rational use of drugs to undergraduate students as explained in previous study 10 . Students were able to categorize the drugs as antimicrobials, antipyretics, antacids, multivitamins, antiemetics and other drugs.…”

Section: Discussionmentioning

confidence: 99%

Study on Drug Prescribing Pattern in Dengue Patients in a Tertiary Care Hospital – A tool to teach Clinical Pharmacology

Beg¹

2015

J. Drug Delivery Ther.

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Introduction and Aim: Dengue fever (DF) is the most common arboviral infection of mankind gaining global attention. Data about drug usage patterns in DF in India are lacking.The present study was undertaken to analyze drug utilization pattern of dengue infections to teach certain basic skills to MBBS students which will form an integral component of practising rational therapeutics. Methods: A total no of 122 cases were followed up by the 5 th semester 2 nd Professional undergraduate students in the department of pharmacology at hospital wards of SGRRIM &HS, Dehradun from June 2012 to July 2014. Patients were analysed on various parameters using WHO drug use indicators and National List of Essential Medicines. Results: A total of 122 prescriptions were analyzed. Male:Female ratio was (72.95%, 27.05%) Age wise distribution of patients was done: 0-15 years were 9 (7.34%), 16-30 years were 45(36.88%), 31-45 years were 46(37.70%), 46-60 years were 18 (14.75%) and >60 years were 4 (3.28%). A total of 614 drugs were prescribed. 169(27.52%) antimicrobials, 99(16.12%) antipyretics, 91(14.82%) antacids, 65(10.59%) multivitamins, 55(8.96%) antiemetics and 135(21.99%) in miscellaneous category were prescribed. 243(40.23%) oral drugs and 361(59.77%) injectable drugs were prescribed. 5.03 drugs per prescription were prescribed. 377(62.42%) drugs were prescribed from National Essential Medicine List.100% drugs were prescribed by brand names. Conclusion: Majority of the drugs were prescribed from national essential medicine list. As the incidence of DF is increasing with epidemics, the demand for specific treatment guidelines is in great need.

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Modifications in the undergraduate MBBS pharmacology practical curriculum: The DMCH model

Abstract: The Fellowship is a year long program with 2 contact sessions of one week each and an educational project at fellow's home institution. Limited funds available for travel, stay and course fee.

Cited by 10 publications

References 0 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

Drug utilization study in genitourinary infections used as a teaching tool for rational therapy for MBBS students in a Medical College at Dehradun, Uttarakhand

Study on Drug Prescribing Pattern in Dengue Patients in a Tertiary Care Hospital – A tool to teach Clinical Pharmacology

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