Teaching Methods In Pharmacology Research Articles

Effectiveness of Innovative Pedagogical Methods versus Passive Teaching

Background: Over the past several years there have been growing interest in the active teaching methods by the introduction of innovative instructional strategies as they fulfil the need of developing interests of students in participation and motivation towards learning and retaining knowledge. Objective: To evaluate the effectiveness of active and passive teaching methods for improvement in learning and retaining knowledge & to assess the comparison of improvement by diverse teaching methods in Pharmacology. Study Design: Academic Interventional Study. Settings: Jinnah Medical & Dental College, Karachi Pakistan. Duration: 31st August and 1st November 2022. Methods: Target population being 100 students of third year MBBS students of Jinnah Medical and Dental College, Karachi divided into 3 groups. Each group was taught the same topic but with a different teaching method. Group 1-conventional/passive method, Group 2-Flowcharts and Group 3-Flipped classrooms. Descriptive was calculated for various variables. Paired t test was used for pre and post testing data of students and Independent t test used for comparison in between quantitative variables. Results: Demographic results were significant for students with A levels, day scholars, and self researchers. The noteworthy finding was that the males (n=44) showed most remarkable p value of <0.001 for knowledge and retention. Lecture method and Flipped classrooms with significant p value <0.002 and <0.043 as compared to Flow charts <0.222. Finally, the most notable feature being 62.6% improvement in knowledge of students by active and passive teaching methods. Conclusion: Lecture, no doubt is still the most promising teaching method. Flipped classroom also showed worthy improvement & males showing the most significant results for knowledge and retention after intervention of active and passive teaching methods.

A comparative study of interactive and conventional teaching methods in pharmacology for better clinical application

Background: Pharmacology forms the basis of practice of medicine yet most students perceive it as a difficult subject. It is necessary that a student gains knowledge and retains the gained knowledge for better application in the future. But the method employed now is more passive with less emphasis on clinical application.Methods: The study population was the second year MBBS students of Terna Medical College, Navi Mumbai. The students were randomly divided into two groups; a didactic and an interactive lecture session were conducted on two days. A pre validated questionnaire, pre-test and post-test were employed in the study. The data of pre and post-test were analysed using paired t-test and descriptive analysis for the questionnaire.Results: The difference in short term learning outcomes between both the didactic and interactive lecture sessions was not statistically significant (p=0.53). The students showed a positive reaction to interactive sessions. 70 (95.89%) agreed that interactive sessions has increased their understanding of the topic better. 70 (95.89%) students responded that interactive teaching has increased their ability to apply knowledge therapeutically.Conclusions: In the present study it was observed that though there was not much statistically significant improvement in the immediate understanding, the perception of students towards interactive teaching methods is good.

A questionnaire based evaluation of teaching methods in Pharmacology among second MBBS students in Shadan Institute of Medical Sciences Hyderabad, Telangana, India

Background: Pharmacology is one of the important subjects studied during second year MBBS. The general stigma among students regarding pharmacology is that it is a dry and boring subject. Hence lecturers need to reform their teaching methods in order to make pharmacology teaching interesting and a significant learning experience by the students.Methods: A questionnaire based evaluation of 146 second MBBS students about teaching methods in pharmacology was conducted at Shadan institute of medical sciences, Hyderabad. Questionnaire was prepared from previous studies and validated by experts. The questionnaire was given to the students to be solved in one hour.Results: The mean age of the students was 20 plus or minus 2 years. There were 73% females and 27% males. 85% of students felt that pharmacology is an interesting subject. 67.2% wanted more of group discussions. 50.4% did not want any student seminars. 53.9% felt there should be more of problem stimulated lectures in pharmacology. 92% were interested in computer assisted learning. 57.5% of students preferred learning from textbook and class lectures. 68.1% students preferred to study pharmacology for regular tests only, 92% students wanted Multiple Choice Questions (MCQ’s) to be discussed in class.Conclusions: There is a definite need for modification of undergraduate curriculum so as to make pharmacology learning more understandable by students. Novel methods of teaching like small group discussions, computer assisted learning, bed side teaching etc can be adopted to make pharmacology an interesting and useful subject among students.

Evaluation of teaching methods in pharmacology among MBBS students

Background: Pharmacology is one of the most important subjects in medical curriculum. It is basis of medical science and the foundation of treatment. The applied aspect forms the basis of clinical rational therapeutics.Methods: A cross-sectional study among 100 undergraduate medical students was undertaken after Institutional Ethics committee permission. Questionnaire was prepared from previous studies and validated by experts. These were administered to the participants after receiving their due consent.Results: The mean age of students was 21.31±2.93 years. There were 72% females and 28% males. The average rating given for Pharmacology subject was 7.95±1.16. Females (8.38±1.24) rated Pharmacology subject more than males (7.51±1.09). 62% liked combination of LCD and Blackboard for teaching. 34% felt group discussion was the ideal Teaching learning method for learning Pharmacology. The most interesting topic was General Pharmacology (31%) and ANS (45%) was the most difficult subject to understand. The most important topic in practical’s was 25% prescription writing and least was experimental graphs (2%). Preferred source to learn Pharmacology was combination of textbook and lecture (42%). 81% students liked integrated teaching of pharmacology with other subjects. 93% felt there should be more use of audiovisual aids, 91% wanted more of clinical pharmacology and 88% wanted more of group discussions. 91% felt calculation of pharmacokinetic parameters is clinically applicable.Conclusions: There is need to develop innovative teaching learning methods and include more of clinical pharmacology in the undergraduate pharmacology subject.

Computer assisted learning versus conventional teaching: a questionnaire based study

Background: Animal experiments have ethical concerns thus practical sessions mean demonstration classes. Incorporation of novel teaching methods in pharmacology is the need of the hour when there is extensive use of computers among students. The present study was conducted to analyse and compare the knowledge gained by students through traditional demonstration lectures versus Computer assisted learning (CAL) sessions.Methods: This study was done on 112 second professional MBBS students after taking informed consent. They were divided in 2 groups viz. CAL group and Traditional teaching group and were taught experimental pharmacology topics using different teaching methods. The performance of the students in the two groups was then compared based on questionnaire. Student’s perception on use of CAL was also assessed.Results: A statistically significant difference in performance was seen among the students in the traditional teaching group and CAL group. In CAL group, the average scores for the Rabbit’s eye, Dog’s blood pressure, Animals used in Experimental Pharmacology and Screening methods sessions were 9.07, 8.3 and 3.8 respectively while in traditional teaching group the scores were 8.4, 7.8 and 3.4 respectively. Similarly, in frog’s heart session, CAL group scored higher (7.14) than traditional group (6.79). 76.8% students strongly agreed that CAL sessions were useful and 100% students strongly agreed that traditional lectures are difficult to retain.Conclusions: The study concludes that CAL is a promising teaching option when compared to traditional demonstration lectures for undergraduate practical pharmacology classes.

Assessment of effectiveness of different teaching methodologies and perception about pharmacology among 2nd year dental students: A cross-sectional study

CONTEXT: Reviewing the teaching programs by taking feedback from the students at regular intervals gives us input into the strength of the pharmacology curriculum so that necessary reforms can be undertaken to improve students' performance. AIMS: This study aims to obtain feedback from 2nd year Bachelor of Dental Surgery (BDS) students regarding their preferred teaching method and their perception about pharmacology. SETTING: A study done at Mallareddy Dental College for Women (MRMCW), Hyderabad. DESIGN: A cross-sectional survey. SUBJECTS AND METHODS: A prevalidated questionnaire containing 17 questions with 2–6 options each were administered to 73 2nd year BDS students studying at MRMCW, Hyderabad. The data so obtained were entered into Microsoft Excel and statistical analysis was done. STATISTICAL ANALYSIS USED: Descriptive statistics were used for analysis of the data. RESULTS: The majority (84%) of students preferred lecture as their preferred teaching method in Pharmacology. Most students wanted lecturers to use liquid crystal display (LCD) projection while taking class (37.8%). 70.8% of students did not prefer studying in tutorials while 29% of them wanted tutorials. The majority of students (57.1%) wanted revision classes regularly after completion of each system, and 84.7% of students wanted pharmacology practicals to be a combination of pharmacy practicals with clinically oriented classes and 93% of them wanted pharmacology to be integrated with medicine. CONCLUSIONS: Lectures using LCD projection was the preferred mode of learning in this setting. There is a need to incorporate more clinically oriented exercises in pharmacology practicals to prepare the students toward being a competent dentist.

Comparative study of case based learning with traditional teaching method in pharmacology for second year MBBS students

Background: Case based learning (CBL), a well-known teaching- learning method, implemented by many especially in medical teaching is very useful. It helps learner to identify what they already know and to restructure, elaborate their knowledge and provide bridge between existing and new information. So this study was conducted to compare case based learning (CBL) over traditional teaching method (TTM) in pharmacology for second year MBBS students. Methods: CBL was initiated for the entire batch of 5th term students (n=76). Three Sessions each of one hour using TTM and CBL were taken on two important topics, myocardial infarction and diabetes mellitus. Post-test for each teaching learning method was obtained and analyzed with paired t test. Feedback in form of questionnaire was taken. Results: We found that CBL is more effective than the TTM (p<0.001). Conclusions: Case based learning motivated students for fact finding, reasoning, and self-learning.

Assessment of Effectiveness of Different Teaching Methodologies in Pharmacology for Undergraduates at a Rural Medical College of Bastar Region

Background: Pharmacology is one of the most fundamental subjects in the field of medicine and a good grasp of this subject is vital for any clinical practitioner. The teaching of pharmacology in medical and dental colleges of India has evolved from mere didactic lectures to audio-visual aid based lectures and computer based learning. Aim: To identify strengths and weaknesses in the current teaching-learning and evaluation methodology in pharmacology using feedback from the undergraduates of Late Shree Baliram Kashyap Memorial Government Medical College, Jagdalpur, Chhattisgarh. Materials and Methods: The present study was carried out in March-April 2015. The tool used was pretested questionnaire. A total of 150 students from II, III, &Final year MBBS participated in study. They were administered a pre-validated questionnaire after explaining them the purpose of the study. Suggestions were also asked regarding the qualities of good pharmacology teachers and modification in pharmacology teaching methods. Descriptive statistics were used and results were expressed as percentage. Results: The students’ opinion revealed important information. Most of the students are aware that pharmacology as one of the most important subjects in the medical curriculum. Many students wanted the use of audiovisual aids and introduction of integrated teaching, also clinical demonstrations on the manikin . Conclusion : The present study has helped us to elicit the student preference regarding pharmacology teaching and its Outcome would be helpful in modifying undergraduate pharmacology teaching patterns.

Specific characteristics of teaching pharmacology to foreign students under conditions of credit-module education system

The design of physician programs creates special challenges for providing pharmacology education. The article presents examples pertaining to improving teaching methods in pharmacology to foreign students at Medical Department. The paper has revealed peculiarities of theoretical knowledge and practical skills acquisition in the process of teaching pharmacology, and the stimulation technics for cognitive interest of students have been discussed. In particular, it has been analyzed the contributing factors that prove the need for the introduction and regular application of interactive teaching methods, testing students, the discussion of complex and unresolved scientific problems of dynamic and constantly developing science of pharmacology, and its interaction with other modern biomedical sciences.

Attitude, perception and feedback of second year medical students on teaching-learning methodology and evaluation methods in pharmacology: A questionnaire-based study

Background:To assess the student's attitude, perception and feedback on teaching–learning methodology and evaluation methods in pharmacology.Materials and Methods:One hundred and forty second year medical students studying at Smt. Kashibai Navale Medical College, Pune, were selected. They were administered a pre-validated questionnaire containing 22 questions. Suggestions were also asked regarding the qualities of good pharmacology teachers and modification in pharmacology teaching methods. Descriptive statistics were used and results were expressed as percentage.Results:Majority of the students found cardiovascular system (49.25%) as the most interesting topic in pharmacology, whereas most of the students opined that cardiovascular system (60.10%), chemotherapy (54.06%) and central nervous system (44.15%) are going to be the most useful topics in internship. 48.53% students preferred clinical/patient-related pharmacology and 39.13% suggested use of audiovisual-aided lectures. Prescription writing and criticism of prescription were amongst the most useful and interesting in practical pharmacology. Students expressed interest in microteaching and problem-based learning, whereas seminars, demonstrations on manikin and museum studies were mentioned as good adjuvants to routine teaching. Multiple Choice Question (MCQ) practice tests and theory viva at the end of a particular system and periodical written tests were mentioned as effective evaluation methods. Students were found to have lot of interest in gathering information on recent advances in pharmacology and suggested to include new drug information along with prototype drugs in a comparative manner.Conclusion:There is a need of conducting few microteaching sessions and more of clinical-oriented problem-based learning with MCQ-based revisions at the end of each class in the pharmacology teaching at undergraduate level.

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

Objective- To get feedback from second MBBS medical students regarding the teaching methodology and evaluation methods in Pharmacology. Materials and Methods- 107 second MBBS medical students selected randomly from all the second MBBS medical students who were studying at government medical college, Surat. They were approached with a prevalidated questionnaire containing 25 questions. Suggestions were also asked regarding the quality of good pharmacology teachers and modification in pharmacology teaching methods. Statistics- Descriptive statistics was used and results were expressed as percentage. Results- Most of the students mentioned CVS(22.55%) as most interesting topic in pharmacology. 54.72% students mentioned interactive classes with strict bilateral communication as most interesting method of teaching pharmacology. Most of the students (42.53%) favoured case study and treatment discussion. 37.36% students mentioned they study pharmacology because of regular tests and vivas. Students found tutorials, problem based learning and MCQ pattern of evaluation method is more useful than terminal and prelim exam for preparing university exams. Students found prescription writing and criticism of prescription more useful and interesting practical in pharmacology. Conclusion- There is a need of more clinical orientation to the pharmacology teaching at undergraduate level.