Learning personal (P) drug concept with role-plays

Abstract

Background: Active learning engages students more than passive learning. Role-plays are becoming part and parcel of medical education with the implementation of a competency-based curriculum. Learning the art of preparing and owning a personal (P) drug list helps the medical student to evolve into an ethical prescriber. Aim and Objective: The aim of the study was to explore the perception of the students on the use of role-play for learning the P drug concept. Materials and Methods: This was a questionnaire-based study done in the Department of Pharmacology for 2 months after receiving ethical clearance. Introductory session to P drug was followed by 6 weeks of case-based learning in 4th-semester students (n = 46). It was structured as an initial role-play and discussion by an expert clinician who justified the selection of his P drug in terms of safety, efficacy, cost, suitability, and availability. The feedback was collected using a peer validated structured questionnaire and data were analyzed and results were expressed as frequencies, percentages, and statements. Results: Majority of the participants knew that role-play was a simulation exercise deep-rooted on constructivist theory based on prior knowledge, experience, and reality. All the statements on feedback on effectiveness of role-play had a median score of 4 except one, which was a negative statement. In the open-ended feedback, students positively opined they experienced real-life situations which helped in in-depth learning with clinical correlation; however, some were unhappy of not getting a chance to participate in the role-play. Conclusion: Majority of the participants had a positive perception on the use of role-plays in learning P drug concept.