Background: Students are the backbone of our upcoming society. They are our future reflection. The students are in the best position to comment on the effectiveness of any teaching system.
Objective: To assess the attitude, perception and feedback of student on teaching method in pharmacology and implement it for improvement.
Material and Methods: This was a cross sectional study. A questionnaire was designed and given to second MBBS students of fifth semester (n =143). They were requested to fill in and make suggestion according to the options given and were also free to express their own comments.
Result: Most of the students considered pharmacology as one of the most important subject in medical curriculum but they felt there should be more emphasis on clinical pharmacology. Undergraduate students were satisfied with tutorials, practical classes, seminars and revision classes. They preferred lecture with blackboard technique for taking notes during class but they also were in favour of combination of both blackboard and power point along with discussion for 15 minute at the end during lectures. Students also found class tests, terminal and pre university examinations helpful in their preparation of the final exams. Study also revealed that the students were more comfortable in discussing their queries with demonstrators and postgraduate students.
Conclusion: The present study has helped us to assess the students preference regarding pharmacology teaching which would be helpful in modifying undergraduate pharmacology teaching pattern.
Cite this article:
Usha Joshi, Rajesh Hishikar, Agrawal. Undergraduate medical students feedback on teaching and evaluation method in Pharmacology. Research Journal of Pharmacology and Pharmacodynamics. 2015; 7(2): 82-88. doi: 10.5958/2321-5836.2015.00017.8
Usha Joshi, Rajesh Hishikar, Agrawal. Undergraduate medical students feedback on teaching and evaluation method in Pharmacology. Research Journal of Pharmacology and Pharmacodynamics. 2015; 7(2): 82-88. doi: 10.5958/2321-5836.2015.00017.8 Available on: https://rjppd.org/AbstractView.aspx?PID=2015-7-2-16