Article Sidebar

Submitted
Mar 25, 2021
Published
Mar 25, 2021
Download
PDF
Statistic
Read Counter : 78 Download : 46

Main Article Content

Abstract

Background


Pharmacology, an integral subject of learning medical course, is progressing by enormously. Consequently, changes in undergraduate teaching are the need of the hour.


Objectives


To determine the medical students’ perception and receive feedback on teaching and learning of pharmacology in our institution.


Material and Methods


This was a cross-sectional study based on the questionnaire. A pre-validated, predesigned questionnaire containing 14 points was administered to fifth term medical students. Second year students were enrolled for the study at their end of 5th term before university exams.


Results:


77% wanted the faculty members to make more use of Audio-Visual aids for effective learning. 70% of the students opined that Discussion of graphs   has helped us in better understanding of mechanism of action of the drugs. 20% of the students were willing to consider pharmacology as one of the subjects for post-graduation.73% of the students agreed that pictures showing the adverse drug reactions and their Clinical correlation explained with LCD projector lectures were more interesting.


Conclusion


The results of our study revealed a positive feedback from students which will help in making the teaching program in pharmacology more encouraging.

Keywords

Attitude Perception Pharmacology Teaching Questionnaire

Article Details

How to Cite
Vallabhaneni Rajesh, Santoshkumar R. Jeevangi, & Patil BV. (2021). A questionnaire based study to assesss the Attitude and Perceptions of fifth term medical students at Mahadevappa Rampure medical college, Kalaburagi regarding teaching methods and learning in pharmacology. International Journal of Research in Pharmacology & Pharmacotherapeutics, 8(1), 10-15. https://doi.org/10.61096/ijrpp.v8.iss1.2019.10-15
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. [1]. Bandopadhyay, DR Debasis. A study on the evaluation of perception of teaching- learning methods of pharmacology among the 2nd M.B.B.S. students in Burdwan medical college. Reviews of progress, 1(12), 2013, 1-11.
  2. [2]. Sekhri K. Teaching methodologies in pharmacology: a survey of students’ perceptions and experiences. J Educ Ethics Dent., 2(1), 2012, 40.
  3. [3]. Bhosale UA, Yegnanarayan R, Yadav GE. Attitude, perception and feedback of second year medical students on teaching learning methodology and evaluation methods in pharmacology: a questionnaire based study. Niger Med J., 54, 2013, 33.
  4. [4]. Garg A, Rataboli PV, Muchandi K. Students opinion on the prevailing methods of teaching methods in pharmacology and changes recommended. Indian J Pharmacol. 36(3), 2004, 155-58.
  5. [5]. Jalgaonkar SV, Sarkate PV, Tripathi RK. Students’ perception about small group teaching techniques: role play method and case based learning in pharmacology. Education in Medicine Journal, 4(2), 2012, 13-18.
  6. [6]. Achike FI, Ogle CW. Information overload in the teaching of pharmacology. J Clin Pharmacol., 40(2), 2000, 177-83.
  7. [7]. Jai K, Abhishek S, Shwetank G, Aakansha G, Priyamvada S, Mirza URB, et al. Students’ current perceptions and feedback on teaching and learning Pharmacology from an evolving medical school. IAIM, 2(7), 2015, 99-104.
  8. [8]. Abula T, Rao SA, Mengistu A, Worku S, Legesse E,Aberra M, Dawit. Pharmacology- lecture notes for health science students. Ethiopia Public Health Training Initiative, The Carter Center; 2004.
  9. [9]. Vasundara K, Kanchan P, Pundarikaksha HP, Girish K, Prassana S, Jyothi R, et al. An imperative need to change pharmacology curriculum: a pilot survey.Indian journal of Pharmacology. 42(6), 2010, 420.
  10. [10]. Rangachari PK. Basic sciences in an integrated medical curriculum: the case of pharmacology. Advances in Health Science Education. 2, 1997, 163-71.
  11. [11]. Dagenais ME, Hawley D, Lund JP. Assessing the effectiveness of a new curriculum: part I. J Dent Educ. 67, 2003, 47‑54.
  12. [12]. Desai M. Changing face of pharmacology practicals for medical undergraduates. Indian J Pharmacol. 41(4), 2009, 151-2.
  13. [13]. Medical Council of India Regulations on Graduate Medical Education, 2012. Available from: http://www.mciindia.org 26, 2017.
  14. [14]. Dagenais ME, Hawley D, Lund JP. Assessing the effectiveness of a new curriculum: Part I. J Dent Educ. 67(1), 2003, 47-54.
  15. [15]. Badyal DK, Bala S, Kathuria P. Student evaluation of teaching and assessment methods in pharmacology. Indian J Pharmacol. 42(2), 2010, 87-9.
  16. [16]. Oppenheim AN. Questionnaire design, interviewing and attitude measurement. London: continuum, 1992.
  17. [17]. Sapsford R. Survey research. London: Sage, 1999.
  18. [18]. Howitt D, Cramer D. First steps in research and statistics. London: Routledge, 2000.
  19. [19]. Hughes I. Changes in the technological methods of teaching and learning in undergraduate pharmacology in UK higher education. BEE-j, 1, 2003, 1.
  20. [20]. Manjunath SM, Nagesh Raju G, Sriniva s TR, Someswara GM. A study on the evaluation of medical students’ perception and feedback of teaching-learning of pharmacology in a medical college. IAIM, 2(9), 2015, 102-110.
  21. [21]. Kela AK, Mehta VL. Impact of inclusion of clinical projects in undergraduate teaching. Indian J Pharmacol, 25, 1993, 249-50.
  22. [22]. Patil BV, Bagewadi HG, Zahid SH. Attitude and perceptions of fifth term medical students of Gulbarga Institute of Medical Sciences, Kalaburagi, regarding teaching methods and their learning in pharmacology. Natl J Physiol PharmPharmacol 8, 2018, 1-4.
  23. [23]. Walley T, Bligh J, Orme M, Breckenridge A. Clinical pharmacology and therapeutics in undergraduate medical education in the UK: The future. Br J Clin Pharmacol, 37, 1994, 137-43.
  24. [24]. Zgheib NK, Simaan JA, Sabra R. Using team-based learning to teach pharmacology to second year medical students improves student performance. Medic Teach. 32, 2010, 130-35.