International Journal of Pharmacology and Clinical Sciences, 2015, 4, 3, 63-67.
DOI: 10.5530/ijpcs.4.3.6
Published: September 2015
Type: Original Article
Authors: Vasudha Devi, Zulhashime bin Zulkifli, Abdul Hadi bin Abd Rahman, Nurul Wahida Amalin binti Razali, and Nur Atiqah binti Md Salehuddin
Author(s) affiliations:
Vasudha Devi1*, Zulhashime bin Zulkifli2, Abdul Hadi bin Abd Rahman2, Nurul Wahida Amalin binti Razali2, Nur Atiqah binti Md Salehuddin2
1Department of Pharmacology, Melaka Manipal Medical College, Manipal Campus, Manipal University, INDIA.
2Students, Melaka Manipal Medical College, Manipal Campus, Manipal University, INDIA.
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’ learning habits and examination scores in pharmacology were collected in a questionnaire. The questionnaire had Likert type items (1: never–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 categorized 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 levels 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 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 memorize the topics by mere by hearting. Conclusion: Reinforcement in the form of revisions, goal setting, and developing a deeper understanding of concepts have emerged as major determinants of students’ performance in examinations 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