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

Abstract

BackgroundAny teaching and evaluation method can be considered as effective once they are judged by students. ObjectiveThis study was designed to obtain feedback on teaching and evaluation methods in the subject of clinical pharmacology among under graduate students MethodsFeedback on teaching and evaluation method was taken from undergraduate students of 2009 batch and various approaches to teaching and evaluation are identified. To know the effect of these novel approaches of teaching and evaluation, student feedback was taken from subsequent batch 2010 and 2011 using a written validated questionnaire covering various aspects of teaching and evaluation methods. ResultsUnder graduate students were satisfied with all teaching methods like lecture and pharmacological exercises. They showed preference for tutorials, short answer questions and revision classes where as they were not satisfied with seminar method of learning.All students felt that there should be more time for clinical pharmacology and pharmacological problem based exercises.. The pass percentage of the subsequent batch in university examinations improved from 75 % to 90%. ConclusionBased upon the student's feedback, incorporation of suggestion obtained from the students resulted in improvement in performance of the students. Hence, it is very essential to take regular feedback from the students to synchronize teaching and evaluation method of the students

A study on the feedback of the second professional MBBS students of Jawaharlal Nehru Institute of Medical Sciences, Manipur, India on the teaching - learning methodologies in pharmacology

“…Many students want to discuss the case reports along with the routine pharmacology teaching. This support the findings of Sawhney V et al [6][7][8] Students feel that prescription writing, clinical exercises, drug interactions which were taught to them during practical class of pharmacology are very important as these enhance their clinical skill. Over and above these, the CME/orientation course along with recent advance will be very much essential after the second professional course.…”

“…The present result on the feed-back of the students supported the findings of Tikoo D et al and Deo SK. 6,7 Students wish to learn the topics in the following orders general pharmacology, ANS, CVS, chemotherapy because the knowledge of the topics is essential in future and the least favourite topics are autacoids, GIT, respiratory, diuretics which are mandatory. 4 Therefore, more efforts are required to make the latter topics interesting for the students.…”

Student feedback on teaching-learning methodology and evaluation methods in pharmacology

“…Many studies support the fact that students want clinical case studies to be incorporated in routine pharmacology curriculum as is evident in our study also. [1][2][3][4]7 This would improve conceptualization of the subject which will be helpful for them in their future medical career. Students feel that prescription writing, clinical exercises and drug interactions taught to them during practical pharmacology is very important as will enhance their clinical skill but by the time they reach internship, they tend to forget pharmacology and thus more orientation courses and updates on recent advances should be regularly conducted even after the second professional session.…”