Second MBBS medical student and #8217;s feedback on teaching methodology and evaluation methods in Pharmacology

Background: Improved teaching methodology is prerequisite for education systems so that students learn effectively. The present study was done with the objectives of evaluation of different teaching-learning methods according to students’ preference and perception.Methods: It was observational, non-interventional questionnaire based study. Total 100 students were selected randomly from second MBBS as participants of it. They filled questionnaires with 11 questions, by selecting appropriate options.Results: All students were interested in Pharmacology. Cardio-Vascular System and autocoids were the most interesting topics according to 40% of students. Total 53% of students preferred combination of chalk and board with PowerPoint presentation for understanding, while chalk and board alone (65%) as more interactive teaching method. Total 80% of students preferred interactive lecture session. Clinical case/bed side study was preferred by 89% of students. Total 40% of students preferred combination of teachers’ note and standard textbooks as reading materials. Total 80% of students mentioned that revision at the end of lecture is necessary. One and half year as ideal time to learn second MBBS, has been selected by 60% of students. Teaching with more clinical orientation is one of the changes suggested by 28% of students.Conclusions: Combination of traditional chalk and board method with modern powerpoint method, wherever necessary, is ideal for interactive and understandable lecture session. Integration/correlation of clinical cases with clinical Pharmacology will be more helpful in understanding and learning. Proper and effective management of time is essential for maximum utilization of MBBS duration with optimum output for students.

Section: Discussionsupporting

confidence: 69%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

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Evaluation of different teaching-learning methods according to students’ preference and perception

Mehta

Adwal

Chourishi

2016

“…12,13 As most of the students found seminars boring and useless, it is necessary to evaluate the ways in which seminars are conducted and make necessary changes . Active participation of the students in the class can be increased by holding discussion at the end of class and also encouraging students to ask question as revealed in our study.…”

Section: Discussionmentioning

confidence: 99%

A questionnaire based study of students' opinion on the teaching and learning methods in pharmacology in a medical school of India

Prasad

Kudthni

Santhosh

2016

INTRODUCTIONPharmacology as a discipline is undergoing continuous development and is becoming an important component of all areas of medicine. Prescribing skills of newly graduated doctors largely depend upon good foundation in pharmacology. To acquire the necessary prescribing skills it is important that medical students appreciate pharmacological principles and understand their application in clinical situations. Consequently, reforms in undergraduate teaching are the need of the hour. It is generally agreed that reviewing the teaching program at regular intervals and modifications in the methodologies of imparting basic knowledge about drugs and drug therapies is a must. Many attempts have been made by various colleges all over India and abroad to make the teaching of pharmacology more interesting and relevant. Traditionally, the teaching of pharmacology in medical schools follows a discipline-based and lecture-based approach with a heavy emphasis on acquiring factual knowledge concerning drugs. Also pharmacy, animal experiments, prescription writing, and clinical problems solving included additionally. It is difficult to mend student perception with traditional methods of teaching, though some modification in teaching-learning ABSTRACT Background: Pharmacology as a discipline is undergoing continuous development. It is generally agreed that reviewing the teaching program at regular intervals and modifications in the methodologies of imparting basic knowledge about drugs and drug therapies is a must. Students' perceptions and attitude regarding the different teaching-learning and evaluation methods are important for further development and restructuring of medical education in future. The present study was undertaken to gather students' perception about pharmacology teaching and learning methods. Methods: A 20 item prevalidated Questionnaire proforma was distributed to two batches of undergraduate medical students. The completed questionnaires were collected and data was analysed. Results: Of the 100 students who answered, 62% students considered the importance of pharmacology above all subjects. Among the various topics central nervous system 60%, chemotherapy 52% and cardiovascular pharmacology 42% were considered the most interesting topics. Of the teaching methodologies, more than half of the students (62%) found interactive lectures most helpful, whilst 39 % rated audio-visual aided lectures. In terms of reforms, 48 % of the students suggested to introduce small group discussion hours, 44 % suggested making use of more audio-visual aids and 21 % wanted more clinical pharmacology. Discussions at the end of class (55 %), encouraging students to ask questions during lectures (38 %) were main ways to enhance active student participation. Conclusions:The results of our study revealed a positive feedback from students which will help in making the teaching programme in pharmacology more interesting and relevant.

“…3 It is accepted that the feedback from students serves as an effective tool in developing teaching methodology and evaluation methods in undergraduate teaching. 6,7 Several studies in medical field have addressed and evaluated the teaching and learning methodology so as to understand the difficulties students face and to bring in changes and modification in methodologies for imparting sound knowledge of pharmacology. [6][7][8][9] However there exists paucity in literature with regard to dental students and hence the present study was conducted to assess the dental student's attitude, perception and feedback on teaching-learning methodology and evaluation methods in pharmacology.…”

Section: Introductionmentioning

confidence: 99%

Dental students’ perceptions and feedback on teaching and learning pharmacology

Patel

Katlam

2017

Background: There is a shift in the teaching learning process with the advent of newer methodologies. The present study was conducted to obtain feedback from 2 year dental students regarding teaching and learning methodology and their perception about pharmacology.Methods: This was an observational, cross-sectional questionnaire based survey. A self-designed questionnaire containing 10 questions with 4-6 options regarding the teaching and learning methodology was given to 2nd year dental students. Responses was collected and data was compiled in Microsoft excel and statistically analyzed.Results: A total of 97 students participated in this survey. Students opinion revealed that, Gastrointestinal followed by general pharmacology and cardiovascular system were the most favorite topics. Majority preferred studying from “standard text books” and method of learning was “understanding” of the subject rather mugging. Majority of the students said that preferred lectures taken via LCD projectors and rated viva and MCQ as preferred method of evaluation university exams. Interactive classes and tutorials were the most preferred techniques.Conclusions: The study concluded that interactive classes and overhead /LCD based lectures should be inculcated in routine learning and teaching program of pharmacology. There is a need to qualitatively assess the various teaching and learning methods, so as to understand students views and their perception for improving teaching and learning pharmacology. The outcome will help us to modify and improve quality of under graduate dental pharmacology teaching and learning.