Assessment Of Pharmacology Teaching Nursing Essay

Assessment Of Pharmacology Teaching Nursing EssayStudents feedback is an indicator of the success of any belief methodological analysis followed in a department. AIM/OBJECTIVE To identify strengths and weaknesses in the current education- training and evaluation methodology in pharmacological medicine using feedback from second MBBS students in Meenakshi medical College and look into Institute. MATERIALS AND METHODS Questionnaire was designed and finalised after a departmental word in concurrence with Medical Education Unit. The study overts were cxv (2011batch) second-year medical exam students. They were requested to fill the questionnaire. A 10-item multiple excerption questionnaires were used to explore the students opinion on commandment. The questionnaires were analyzed. RESULTS 115 II M.B.B.S students participated and descriptive statistics was used for analysis of data. The analysis revealed 82.82%, 72.17% and 93.64% students interest towards writing motley of drugs , hebdomadally turn out and viva-voce respectively. CONCLUSION The founder study has helped us to elicit the student preference regarding pharmacological medicine teaching and its outcome would be helpful in modifying undergraduate pharmacological medicine teaching pattern.KEY WORDS Medical education, Pharmacology Assessment, Medical school learners.INTRODUCTIONThe primary aim of teaching materia medica to medical students is to develop them on rational and scientific basis of therapeutics. Pharmacology teaching is set about a major gainsay in the medical science due to constant reformation. Generally, there is a opinion that teaching pharmacology in medical schools has failed to keep in pace with the rapid changes in medical practice. Attempts have been do all over India to make teaching of pharmacology more interesting and relevant (Gitanjali.B.et.al. 2006). To make pharmacology teaching more innovative and interacting learning experience, efforts have been made by formula ting new educational strategies to understand the educational objectives. Educational objectives can be evaluated by sound judgement procedures and timely feedback to achieve the learning goal.In Meenakshi Medical College and Research Institute, Pharmacology teaching comprises mostly of a series of didactic lectures using queen point presentations covering general, systemic pharmacology and working pharmacology which includes animal experiments and clinical pharmacology sessions interpenetrate over the schoolman year. To evaluate the students progress we conduct monthly internal assessment scrutinys consisting of multiple choice questions, essay questions, short notes and ultra short notes for 3 hr time duration including model practical exams conducted twice in a year. Regular viva voce exams follow the monthly internal assessment screen to develop their communication and interaction skills.Apart from this uninterrupted inventory of assessment, we in like manner introdu ced a method of concession on classification of drugs after each system. To reinforce the learning process, we implemented weekly exam on the first hour of every week based on the lectures delivered over the previous week. The test was conducted for wholeness hour which covered various portions of the chapter in detail testing the levels of association.After completing the above schedule meticulously, at the end of the year to understand the beneficiaries opinion we planned to collect the students feedback. Currently the students feedback represents the primary pith used by different programs to assess their methodology (Richardson B.K.2004). Feedback helps in correcting mistakes, reinforcing good performances and incorporating students view in teaching methodology. It is accepted that reviewing the teaching and evaluation methods by feedback from students and modifying of methodologies accordingly is very important for the undergraduate medical teaching. (Ruth N 2000, Victorof f KZ 2006)Thus the present study is an effort to obtain and analyze critical appraisal on,The student view toward teaching and learning pharmacology in Meenakshi Medical College and Research Institute, Enathur, Kanchipuram.Assessment of pharmacology teaching using student feedback.Methods to improve the teaching of pharmacology.Materials and MethodsA questionnaire was designed to obtain feedback and finalized after a departmental discussion with concurrence of Medical Education Unit. The study subjects were 115-second year MBBS students of 2011 batch examine in Meenakshi Medical College and Research Institute, Enathur, Kanchipuram.All the students enrolled in the study were requested to fill up the questionnaire. The study was conducted at the end of their academic year in Department of Pharmacology. A ten-item multiple choice questionnaires and an open ended question for proposal were provided to explore the students opinion on teaching and learning methods imparted. The questio nnaire was analyzed by two observers. The questionnaire was designed in such a way to assess the knowledge, their attitude and skills developed during their one and half year seam in pharmacology. Both the theoretical and practical pharmacology unspoiled by different methods during their study outcome were evaluated from the feedback form.StatisticsDescriptive statistics was used for analysis of data. Frequency was shown as percentage.ResultsOne hundred and fifteen students of II MBBS participated and responded in the questionnaire study. Based on the pattern of studying pharmacology,48.69% studied pharmacology once or twice a week on unfluctuating basis and 34.78% opted studying only for monthly tests and viva voce exams which reflects on their regular preparation for monthly internal assessment test(TABLE-1).54.75% of students preferred lecture notes and text books as the source of studying pharmacology.TABLE -1Majority (87.82%) of students approved writing and maintaining cla ssification of drugs. 53.91% have opined that the assignments had improved in better reason about the different classes of drugs.43.47% of them have reported its usefulness to memorize and reproduce in the test and also to apply in their clinical postings.Among the assessment methods, 54.78% of students favored monthly internal assessment test for their operative improvement in their academic performance. In the weekly test conducted, 72.17% of students found weekly lectures correlating with weekly tests, 51.30% of students mentioned that the true or false part of the weekly tests created interest (TABLE-2).TABLE-2Majority (66.95%) of students preferred regular tests in clinical pharmacology sessions when compared to the experimental pharmacology. Most (93.64%) of the students have mentioned regular viva-voce exams following monthly internal assessment test had improved their communication skills.Among the teaching learning methods practiced, 52.17% of students preferred theory lectures followed by clinical pharmacology sessions 46.95% and separate discussions 45.21%(TABLE-3).TABLE-3DiscussionFeedback is defined as a response within a system that influences continuous activity or productivity of that system. In the present study on educational context, it would mean a response from the learner about the teaching learning process. Feedback is essential to recuperate out the effectiveness of the process, the call for to change it, as well as, to evolve strategy for its improvement.From the feedback evaluation obtained, it is observed that students like to study pharmacology by regular test / viva and interactive classes so by these way students understand the subject properly (Nilesh Chavda 2011 et.al). This is very much correlating in the present study feedback results.It was found that students preferred writing and maintaining classification of drugs throughout their academic year, which were corrected periodically by the faculty, who played the role o f mentor for the given group of students to cultivate and sustain the habit. Writing classification of drugs by medical school learners has helped them to understand the different classes of drugs and also to systematically memorize and reproduce in the written test as well as the knowledge application in clinical rotations (TABLE-4).TABLE-4Students opined that monthly internal assessment test was mostly useful than the weekly written test for their academic performance in theory exams, the reason for the following may be monthly internal assessment pattern is similar to that of university examination. The weekly written test has definitely kept the students in pace with the portions being completed every week. By answering the weekly test their preparation, facing and performing monthly internal assessment had become extremely comfortable and confident . The weekly test had various parts, students considered true or false part of the weekly test has created interested in them, the circumstance to get such a feedback may be the chances of getting the wrong answer is only 50%. Also they have mentioned that, Match the following with extended responses have stimulated their thought process to find the correct response. The feedback also emphasized the students interest towards more interactive sessions on Clinical pharmacology exercises and mat it should be given regular emphasis than the animal experiments. According to Gibbs G et al, 1987 active review during the lecture, involving students in structured discussions, using questionnaires and asking them to summarize are the three most important things to be followed and practiced for a effective teaching-learning process.To conclude though the teaching learning method implemented in the present study required a lot of strenuous hard work from the faculty particularly preparing questions, organizing test and more importantly correcting all the papers in a week period, it has created an interest in learning pha rmacology among students. The feedback from learners has clearly exhibited their likeliness for the variety or different methodological approach instead of regular didactic lectures offered by the department of Pharmacology.AcknowledgementsWe sincerely thank our II M.B.B.S Students of Meenakshi Medical College Research Institute (GRIFFINZ) for the affair