Original article / research
A Questionnaire Based Study to Evaluate Change in Attitude, Perception and Feedback of Second Year Medical Students with Respect to Their Academic Terms on Teaching-Learning Methodology and Evaluation Methods in Pharmacology
Dr. Uma. A Bhosale
Professor, Department of Pharmacology
Smt. Kashibai Navale medical College and General Hospital, Narhe, Pune-411041, Maharashtra, India.
Ph : 09226767554
E-mail : firstname.lastname@example.org
Background: Pharmacology is one of the most evolving branches in medical sciences. Hence not only notions but also the teaching methodologies and evaluation methods need to be kept under continuous reform. Feedback from the medical students, for whom this reform is meant offers continuous directive for the improvement.
Aims: To assess the change in student’s attitude, perception & feedback on teaching-learning methodology and evaluation methods in Pharmacology at the end of this subject course.
Materials and Methods: Total 140 second year medical students studying at Smt.Kashibai Navale medical college, Pune were selected; administered with a prevalidated questionnaire containing 25 questions in their first semester and same questionnaire with little modifications at the end of third (last) semester. Suggestions were also asked regarding the quality of good pharmacology teachers and modification in pharmacology teaching methods.
Statistics: Descriptive statistics were used and results were expressed as percentage.
Results: Most of the students found CVS (49.25%) as most interesting topic in first semester whereas Endocrines (53.2%) in last semester. Opined, more or less similar topics i.e. Chemotherapy (54.06%, 53.5%), CVS (52.52%, 54.3%), CNS (44.15%, 47%) and endocrines (37.3%, 43.1%) to be most useful topics in internship in both the semesters. 50.58% students preferred clinical/patient related pharmacology and 47.36% mentioned use of audiovisual aided lectures in last semester. Prescription writing and criticism of prescription were amongst most useful and interesting in both the semesters. Students’ interest in microteaching and problem based learning continued and increased in last semester whereas seminars, quiz and museum studies were mentioned as good adjuvant to routine teaching. Periodic written tests and theory viva at the end of a particular system were mentioned as effective evaluation methods. Even in last semester student’s continuous interest was found in gathering information on recent advances in pharmacology and gave favorable response to inclusion of new drug information during theory classes.
Conclusions: The changes made in the Pharmacology teaching-learning methods with reference to students’ response in first semester significantly evoked their interest in learning pharmacology; stressing need for continuous reform.
|[ FULL TEXT ] | [ ]|