@article {114, title = {Does Pre-Test Accelerate Learning Pattern In Undergraduate Medical Students? A Prospective Study in a Tertiary Care Teaching Hospital in Tamilnadu}, journal = {International Journal of Pharmacology and Clinical Sciences}, volume = {5}, year = {2016}, month = {December 2016}, pages = {109-112}, type = {Original Article}, chapter = {109}, abstract = {

Objectives: Our objective was to asses if pre-test accelerates learning pattern in undergraduate medical students. Materials and Methods: A prospective study was conducted by the Department of Pharmacology at SRM Medical College Hospital and Research Centre, Kancheepuram district, Tamilnadu. A total of 121 IInd year MBBS students were divided into A and B batches with 61 and 60 students respectively. Objective type questions were prepared from the chapter {\textquotedblleft}Haematinics{\textquotedblright} and were validated which contained extended match questions. B batch students were informed about the theory class topic the next day which will be preceded by a pre test and a post test at the end of the lecture. They were even given a copy of the topics from which questions were framed. A batch students were unaware about this plan of having pre and post tests the following theory class. On the day of lecture, all the students were given pre-test questions (total no: 20). The answer sheets were collected at the end of specified time period and evaluated. At the end of the lecture class, post test was conducted. Marks were tabulated with a maximum score of 20. Statistical analysis: Paired t-test was used to analyze the data obtained. Mean, Standard deviation and standard error of mean were calculated by feeding the data in SpSS software. Results: Both A and B batches have performed well in post-test than pre-test. p\<0.001.Girls have scored more than boys in pre and post test. p\<0.001. Discussion and Conclusion: Pretest and post-test way of evaluating students is an effective and feasible way of fun learning. The method of assessment using pre and post test questionnaire should be made mandatory in all medical schools/colleges after every theory class.

}, keywords = {Haematinics, Medical Education, Pharmacology, Post Test, Pre-Test}, doi = {10.5530/ijpcs.5.4.3}, author = {Akila Lakshmikandhan and Balaji Ramraj and Jamuna Rani Ravinder} } @article {206, title = {Learning Habits of Undergraduate Medical Students in Pharmacology}, journal = {International Journal of Pharmacology and Clinical Sciences}, volume = {4}, year = {2015}, month = {September 2015}, pages = {63-67}, type = {Original Article}, chapter = {63}, abstract = {

Background: Learning pharmacology may be challenging to medical students as drug information is expanding and students are required to adopt suitable study habits to remember pharmacological aspects to develop higher cognitive skills for better academic performance. Objective: To compare the learning habits of students of various levels of academic performances in pharmacology. Methods and Material: Study was cross sectional in which students{\textquoteright} learning habits and examination scores in pharmacology were collected in a questionnaire. The questionnaire had Likert type items (1: never{\textendash}5: every time) related to learning habits of students that could influence academic performance in pharmacology. It was distributed to 2nd year MBBS students (n=243) after the two assessments in pharmacology. Based on the \% of marks obtained in previous assessments, students were categoriesed into 5 groups (1=\<50, 2=50-59, 3=60-69, 4=70-79, 5=80-100). Statistical analysis used: The categorical variables were described as median and interquartile range. Learning habits of students of various level of academic performances were compared using non parametric tests. A p value of \<0.05 was considered as significant. Results: Group 1 less frequently revised the topics more than two times compared to the group 2 (p=0.015) and 5 (p=0.002). Compared to groups 1, 2 and 3, group 5 had started the preparation \>3 days before the scheduled pharmacology class test (p\<0.05). Compared to failed students, students who passed had revised topics more than 2 times and had set the target score of \>60\% and did not momorise the topics by mere byhearting. Conclusion: Reinforcement in the form of revisions, goal setting and developing deeper understanding of concepts have emerged as major determinants of students{\textquoteright} performance in examination in pharmacology. Hence, students should be made aware of these aspects to improve the quality of studies.

}, keywords = {Academic Performance, Learning Habits, Medical, Pharmacology, Students}, doi = {10.5530/ijpcs.4.3.6}, author = {Vasudha Devi and Zulhashime bin Zulkifli and Abdul Hadi bin Abd Rahman and Nurul Wahida Amalin binti Razali and Nur Atiqah binti Md Salehuddin} } @article {150, title = {Teaching P-drug Selection: Experiences from a Medical School in India}, journal = {International Journal of Pharmacology and Clinical Sciences}, volume = {1}, year = {2012}, month = {April 2012}, pages = {9-14}, type = {Research Article}, chapter = {9}, abstract = {

Background: Incorporation of Personal drug (P-drug) selection exercise into medical undergraduate curriculum was recommended to reduce irrational prescribing during future practice. At Melaka Manipal Medical College (MMMC), India, P-drug selection exercise was included in pharmacology curriculum in 2010 for 2nd year MBBS students. Objective: The study was conducted to develop a module to teach P-drug selection and to investigate students{\textquoteright} perceptions regarding P-drug selection teaching and assessment. Materials and method: Module was developed to teach P-drug selection for an acute attack of angina and dry cough based on a manual called as {\textquoteleft}Guide to Good Prescribing{\textquoteright} developed by the WHO Action Program on Essential Drugs. Power point slides, handouts with drug costs and current guidelines were used during teaching learning activities. Later students were assessed on P-drug selection by asking them to derive a P-drug for an acute attack of angina. Students{\textquoteright} answers were assessed using a checklist. Later students{\textquoteright} perceptions regarding P-drug selection teaching and assessment were collected using a questionnaire. Data was analyzed using SPSS 16. Students{\textquoteright} responses were expressed as median and inter quartile range. Responses to open ended questions were tabulated in the decreasing order of frequency of appearance. \% of students who scored >=4 (= pass) marks was noted. Result: 90\% (95/106) of students responded in the questionnaire. Most of the items in the questionnaire related to teaching and assessment had a median score of >=3. 94.3\% of students had scored >=4 in P-drug selection exercise. 84\% of students felt that P-drug selection teaching helped them to understand pharmacology better. They wanted more such exercises and more explanation to understand P-drug concept better. Conclusion: Study led to development of P-drug selection teaching module acceptable to students. Furthermore it also provided scope for the refinement of newly developed module based on students{\textquoteright} perceptions.

}, keywords = {Medical, P-drug, Perceptions, Pharmacology, Questionnaire, Student, Teaching, Undergraduate}, author = {Vasudha Devi} } @article {171, title = {Undergraduate Medical Srtudent{\textquoteright}s Perceptions Regarding Personal Drug Selection Exercise}, journal = {International Journal of Pharmacology and Clinical Sciences}, volume = {1}, year = {2012}, month = {June 2012}, pages = {61-67}, type = {Research Article}, chapter = {61}, abstract = {

Background:\ Right drug for the right patient in the right dose for the right duration is the aim of rational prescribing. The foundation for rational prescribing can be laid if prescribing doctors are sensitized to this concept during undergraduate studies. The knowledge of personal drug (P-drug) selection process is an important step towards rational prescribing.\ Objectives:\ This study was done to analyse tje student{\textquoteright}s opinions and the difficulties they faced in the process of P-drug selection. Materials and Methods: In first phase of this study, fifth sesmester students of MBBS course were taught the process of selecting a P-drug in pharmacology practical classes. In seconf phase. students were given questionnaire to put forth their views on selection process of P-drug. The qunatitative data was expressed as median and interquartile range (IQR).\ Results:\ Majority of the students were in favor of introducing the process of selection of P-drug in udergraduate pharmacology curriculum [4 (4-5), scale 1-5]. The students were of the opinion that such exercise will given in-depth knowledge of various groups used and highlight the intragroup differences. Student{\textquoteright}s also opined that P-drug knowledge of various groups of durgs used and highlight the intragroup differences. Student{\textquoteright}s also opined that P-drug exercise also enable them to remember various aspects of the drugs for long period. Students also felt that the P-drug selection process will help them to understand hoe drug selection been for the treatment of various disease conditions.\ Conculsion:\ P-drug selection exercise helps students to understand the differences between various drugs used for the treatment of one disease condition. This may serve as a strong foundation for developing rational prescribing skills.

}, keywords = {P-drug, Pharmacology, Prescription Writing, Undergraduate Curriculum}, author = {Lalit Mohan and Bharti Chogtu and Shalini Adiga and K.L Bairy and Anoop Kishore} }