Assessment of teaching and evaluation methods in pharmacology college
Journal name: World Journal of Pharmaceutical Research
Original article title: Assesment of teaching methodology and evaluation methods in pharmacology in a private medical college
The WJPR includes peer-reviewed publications such as scientific research papers, reports, review articles, company news, thesis reports and case studies in areas of Biology, Pharmaceutical industries and Chemical technology while incorporating ancient fields of knowledge such combining Ayurveda with scientific data.
This page presents a generated summary with additional references; See source (below) for actual content.
Summary of article contents:
Introduction
With the turn of the century, modern pharmacology has evolved into a distinct discipline that now emphasizes producing rational prescribers rather than confused practitioners. The traditional "know all" approach is being replaced by methods focused on "know how and why," with a strong emphasis on active learning. Various innovative teaching methodologies like small group discussions, role plays, and computer-assisted learning have been adopted to enhance this process. As teaching and learning are continuous and interactive processes, feedback from students has become a crucial tool for assessing teaching effectiveness and methodologies. The study discussed aimed to gather feedback on teaching and evaluation methods from second-year medical students at NIMS Medical College, Jaipur, Rajasthan.
Preferred Teaching Methods
The study conducted an anonymous questionnaire-based survey among 127 fifth-semester medical students. Audiovisual lectures emerged as the most interesting method for teaching pharmacology, preferred by 57% of the students, and particularly favored by male students (65%). Tutorials were also a popular teaching method, especially among female students (47%). The inclusion of topics like drug administration procedures, pediatric pharmacology, and geriatric pharmacology were considered essential by the students.
Evaluation Methods
The results revealed that terminal exams were the most preferred method of evaluation, chosen by 53.5% of the students. Viva voce and preliminary exams were also highlighted, but to a lesser extent. The feedback suggested that students found Central Nervous System (CNS) and cardiovascular system (CVS) topics, followed by general pharmacology, gastrointestinal (GIT), and chemotherapy, the most useful for internships.
Student Perceptions and Knowledge Acquisition
The study revealed that 81.1% of students found pharmacology both useful and interesting, demonstrating a growing interest in the subject. Prescription writing and fixed-dose combinations were identified as crucial practical topics for future practice. The majority of students preferred learning through a combination of understanding and rote learning, and many had prior knowledge of pharmacology due to clinical backgrounds.
Conclusion
The overall feedback from second-year students regarding pharmacology teaching at NIMS Medical College was positive. Students appreciated the knowledgeable faculty and found audiovisual aids beneficial in understanding complex topics. They emphasized the need for more microteaching sessions, regular revisions, and tests. While most students agreed on covering only recent advancements after the second year, a significant number highlighted the necessity of ongoing pharmacology education throughout the medical course.
Original source:
This page is merely a summary which is automatically generated hence you should visit the source to read the original article which includes the author, publication date, notes and references.
Dr Neha Sharma, Dr Rahul Parakh, Dr Shobha Kulshreshtha, Dr Atul Jain, Dr Uma Advani
World Journal of Pharmaceutical Research:
(An ISO 9001:2015 Certified International Journal)
Full text available for: Assesment of teaching methodology and evaluation methods in pharmacology in a private medical college
Source type: An International Peer Reviewed Journal for Pharmaceutical and Medical and Scientific Research
Download the PDF file of the original publication
FAQ section (important questions/answers):
What was the purpose of the study?
The study aimed to evaluate the teaching methodologies and evaluation methods in pharmacology for undergraduates at NIMS Medical College, Jaipur, Rajasthan.
How was the study conducted?
The study was an anonymous, questionnaire-based survey involving 5th-semester medical students. The questionnaire included 19 questions with multiple options, allowing students to provide feedback on teaching methods and evaluation techniques.
What teaching method did most students prefer?
Most students (57%) found audiovisual lectures to be the most interesting method for learning pharmacology.
Which evaluation method was most preferred by students?
The terminal exam was the most preferred evaluation method, with 53.5% of students favoring it.
What topics did students find most useful?
Students found Central Nervous System (CNS) and Cardiovascular System (CVS) topics to be the most useful for their internships, followed by General Pharmacology and chemotherapy.
Did students find pharmacology interesting?
Yes, 81.1% of students found pharmacology to be a useful and interesting subject, showing a growing interest in the field.
Glossary definitions and references:
Scientific and Ayurvedic Glossary list for “Assessment of teaching and evaluation methods in pharmacology college”. This list explains important keywords that occur in this article and links it to the glossary for a better understanding of that concept in the context of Ayurveda and other topics.
1) Pharmacology:
Pharmacology is highly relevant as it is the core subject being assessed in terms of teaching methodologies and evaluation methods in the study conducted. It involves the study of drugs and their effects on the human body, which is crucial for medical students aiming to become rational prescribers. The study examines various modern approaches to teaching this critical subject.
2) Knowledge:
Knowledge plays a pivotal role in the context of this study as it underscores the necessity of understanding pharmacological concepts rather than merely memorizing facts. The study emphasizes the importance of thinking skills like reasoning, creative thinking, and problem-solving, which are essential to truly grasping pharmacological knowledge.
3) Sharman (Śarma, Sarmā, Sarma, Sharma, Śarman):
Sharma is relevant as Dr. Neha Sharma is the primary researcher and author of the study. Her work, along with her team, focuses on evaluating and improving pharmacology teaching methods for undergraduate medical students. She is credited for her contribution and contact information is provided for correspondence.
4) Drug:
Drug is a central theme in the study of pharmacology, which involves understanding drug administration, effects, and interactions. The study emphasizes specific topics like pediatric and geriatric pharmacology, which are essential for medical students to learn about the various aspects and procedures related to drugs.
5) Discussion:
Discussion is crucial in the context of interactive teaching methodologies highlighted in the study. It involves increased exchange of ideas among participants, encouraging active involvement of students in learning pharmacology. The study points out the benefits of small group discussions and problem-based learning sessions.
6) Chemotherapy:
Chemotherapy is mentioned as an area of study within pharmacology, particularly noted for its importance and ease of understanding compared to general pharmacology. It represents a specific area that students find useful and relevant during their internship, reflecting its practical implications in medical training.
7) Training:
Training is a key concept as the study is centered around the training pathways for medical students in pharmacology. The research aims to improve the effectiveness of teaching methods to better prepare students for their future roles as medical professionals. Various innovative teaching methods are discussed to enhance this training.
8) Science (Scientific):
Science underpins the entire study as pharmacology is a scientific discipline requiring thorough understanding and application. The study urges a shift from mere factual regurgitation to comprehensive learning, rooted in scientific principles like reasoning and problem-solving, to produce well-informed and competent medical professionals.
9) Cina (Cīna, Cīnā, Ciṉa, Ciṉā, Cīṉā, Cinā):
China is relevant as an example of how pharmacology courses are structured differently around the world. The study references China's combination of lectures, problem-based learning, and clinical discussions as an effective model, suggesting that other regions can learn from this approach to improve their teaching methodologies in pharmacology.