DOI: http://dx.doi.org/10.18203/2319-2003.ijbcp20173746

Indigenous methods for assessment of important aspects in undergraduates on pharmacology and therapeutics: a preliminary study

Naresh D. Balani, Namrata U. Mahadkar, Ritesh C. Sonawane

Abstract


Background: In pharmacology and therapeutics tutorial in current times is being disliked by most undergraduates. On the other hand, the important exercises related to analytical skill development, problem based exercise, rational use of medicine and individualized drug therapy need to be emphasize more in UG teaching and learning techniques.

Methods: In the form of active learning we have framed CME pattern of conducting some important exercises including four above mentioned to facilitate the ability to think, feel or do the task which may be acceptable to the students better than or equivalent to tutorials.

Results: We observed that 2 out of 8 willing participants scored higher than others in CME activity as well as terminal exams the other 2 scored borderline higher in CME activity than their score in terminal exams. Another 4 scored better in the terminal examinations as compared to CME activity.4 out of 8 i.e. 50% participants have shown acceptability as well as better performance in these exercises.

Conclusions: All of these exercises are not in the curriculum/syllabus and there is no incentive of internal assessment on these. If these exercises are made mandatory, as it is the need of the hour, these can benefit the learner possibly by the way of change in their cognitive structure, keeping tutorials intact or removing them from syllabus.


Keywords


Individualized therapy, Learning, Methodology, Rational use

Full Text:

PDF

References


Dave PM. Hierarchy in cognitive learning- an experiential project for advance curriculum Model. Regional workshop of medical Education. Mysore, India - 1st Ed: 1976. Trends Med Edu. BORICP05.doc - 1 chapter 5.

Such MV, Thomas AG, Singh T. What is learning: Active learning in traditional medical schedule-lessons from theories of learning. Trends Med Edu. 1997;34:1015-19.

Ausubel DP, Nevack JD. Education psychology-a cognitive view. Trends Med Edu. Holt, Rinehart and Winston, 1968 section 3 cognitive factors in learning. Available at: http://www.thenhier.ca/en/node/464.

Natu MV, Thomas AG, Singh T. Cognitive theories of learning: Active learning in traditional medical schools- lessons from theories of learning. Trends Med Edu. 1995;2:16-17.

Medico friend cricle. Medical education re-examined. Pune 1st Ed. 1991. Trends Med Edu. 1997;2:3-6.

Narayan R. Medical education re-examined. 1 ed. Pune: Medico friend circle, 1992. JIMA. 1997;95(8):454-55.

Singh T, Natu MV, Thomas AG. What do medical teachers feel regarding teaching - An attitudinal study. JIMA. 1997;95(8):54-55.

Brings LJ. An overview of international system design. Tallahassee, Florida state university- 1st Ed:1975. Trends Med Edu. 1995;2:3-6.

Natu MV, Thomas AG, Singh T. Continuous Internal Assessment- Concept and application in medical education. Trends Med Edu. 1995;2:16-7.

Jayawickramarajah PT. Curricular reforms in medical schools. Bahrain Med Bull. 1986;8:47-53.

Vernon TA, Blake RL. Does problem-based learning work? A meta-analysis of evaluative research. Acad Med. 1993;68:550-63.

Des Marchais JE. A student-centred, problem-based curriculum: 5 years’ experience Can Med Assoc J. 1993;148:1567-72.

Colliver JA. Effectiveness of problem-based learning curricula: Research and theory Acad Med. 2000;75:259-66.