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Indian Journal of Pharmacy and Pharmacology

Evaluation of effective instructional teaching methods used for learning in pharmacology among second year medical students and their feed back

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Author Details: Harish G. Bagewadi, Afzal Khan AK, Venkatadri TV

Volume : 4

Issue : 2

Online ISSN : 2393-9087

Print ISSN : 2393-9079

Article First Page : 83

Article End Page : 87


Introduction: To evaluate the existing teaching methods in pharmacology classes using Black board teaching, Video-tapes and learning by Poster based exercise.
Material and Method: Second year medical students (4th term=66) were participated in the study at MVJ medical college and Research hospital, Bangalore. Initially, the students were thought about anti-epilepsy drugs and anti-Parkinsonism drugs by black board teaching. Then students were given 4 days gap. Later, they were asked to answer 20 multiple choice questions (MCQ’s) regarding anti-epilepsy and anti-Parkinsonism drugs on the basis of knowledge they acquired. Further, students were divided into group A and group B. Group A students (n=33) were given Video-tape learning on anti-epilepsy drugs and group B students (n=33) Poster exercise on anti-epilepsy drugs. Further, cross- over design was applied to the study, where Group B students were given Video-tape learning on anti-Parkinsonism drugs and group A students were given Poster exercise on anti-Parkinsonism drugs. Students were asked to answer 20 MCQ’s.
Results: The correct response score of the students were expressed as percentages and Mean ±SD. One way ANOVA was used for comparison between the groups, followed by post hoc Tukey’s test. For all the tests p≤0.05 was considered statistically significant. The correct response score of the students who received Video-tape learning was (216±14.5), when compared to lecture educational session they scored (132±3.0) with statistically significant difference (p<0.05).There was no statistical significant difference in total correct response scores between Video-tape exercise (216±14.5), when compared to Poster-exercise learning (195±9.5).
Conclusion: Student’s preferred horizontal integration of Poster exercise, Video-tape with didactic lectures.

Medical education, Black board, Posters, Video-tapes