@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} }