Problem solving interactive clinical seminars for undergraduates

Case Based Learning in Teaching Pharmacology to Undergraduate Medical Students

Background With the new competency-based curriculum coming into effect we need to introduce newer teaching-learning methods to help students improve their learning and acquire necessary knowledge and skills. Hence to integrate pharmacology with clinical sciences and involve the students in their learning process, case-based learning (CBL) has been found to be very successful. Therefore the present study was planned to introduce CBL as a new teaching-learning method in pharmacology and to know the perceptions of the students regarding this method.  Objectives The study aimed to introduce CBL to Bachelor of Medicine and Bachelor of Surgery (MBBS) students as a method of teaching pharmacology and the perceptions of the students regarding CBL were noted. Methodology After seeking institutional review board approval and sensitizing the students and faculty about this new teaching-learning method, CBL sessions were conducted on a few topics. Perceptions of the students were recorded on a feedback questionnaire and the results were analyzed. Results Ninety-five percent of students agreed that CBL helped in better comprehension of the concepts. Ninety-six percent of the students found CBL interesting and 96% of students said that CBL will help them correlate pharmacology clinically. Conclusions The students felt that CBL is an effective learning tool and would promote the clinical application of pharmacology.

Effectiveness of modified seminars as a teaching-learning method in pharmacology

Context:

Student-led seminars (SLS) are adopted as a teaching-learning (T-L) method in pharmacology. Previous studies assessing the feedback on T-L methods in pharmacology points out that the traditional seminars consistently received poor feedbacks as they were not favorite among the students.

Aims:

This study aimed to obtain feedback on traditional SLS, introduce modified SLS and compare the modified seminars with the traditional ones.

Settings and Design:

This was a prospective interventional study done for 2 months in medical undergraduates of fifth semester attending Pharmacology seminars at a Government Medical College in South India.

Subjects and Methods:

Structured questionnaire was used to elicit feedback from participants. The responses were coded on 5-point Likert scale. Modifications in seminar sessions such as role plays, quiz, tests, group discussion, and patient-oriented problem-solving exercises were introduced along with SLS.

Statistical Analysis Used:

The data were analyzed using SPSS version 16. The descriptive data were expressed using frequencies and percentages. Wilcoxon signed rank test, and Friedman tests were used to compare traditional with modified seminars.

Results:

The participants identified interaction as the most important component of a seminar. Majority opined that the teacher should summarize at the end of SLS. Student feedback shows that modified seminars created more interest, enthusiasm, and inspiration to learn the topic when compared to traditional SLS. They also increased peer coordination and group dynamics. Students opined that communication skills and teacher-student interactions were not improved with modified seminars.

Conclusions:

Interventions in the form of modified SLS may be adopted to break the monotony of traditional seminars through active participation, peer interaction, and teamwork.

Modified case based learning: Our experience with a new module for pharmacology undergraduate teaching

Objective:

The undergraduate teaching in pharmacology has always been a challenging task for medical teachers. Traditional lecture format is monotonous and a passive way of learning. There is a need to shift the educational focus from content centered to case based. In an effort to create interest and further improve the student learning, we have introduced simulated bedside teaching sessions as case based learning (CBL) module (modified CBL-[mCBL]) for 2^nd professional MBBS students.

Materials and Methods:

A case scenario of a clinical disease condition was prepared in consultation with a clinician. During the session, the case was presented along with discussion on the disease process, its management and rational drug use. Students were encouraged to participate actively. After the session, students were requested to fill the feedback questionnaire anonymously (both open-ended questions and responses on Likert scale).

Results:

According to the students, factors such as clinical orientation, interactivity and re-enforcement of important points helped them to learn better. Majority of the students (76.09%) found the sessions to be better than theory lectures and tutorials. The fact that the interactive component of departmental feedback (taken at the institutional level) has improved during the last 2 years could be attributed to the introduction of these sessions.

Conclusion:

mCBL (in the presence of departmental faculty and concerned clinician) is a good method of integrating pharmacology with clinical subjects. To make such sessions more reliable, the next planned step is to assess the knowledge gained by the students during such sessions in the future.