Students perception about small group teaching techniques: Role play method and case based learning in pharmacology

Abstract

Introduction: Pharmacology subject though crucial for physicians, is perceived as dry, volatile by medical students. Active teaching-learning techniques in pharmacology are required to increase the interaction and interest among the students. Objective: To evaluate the perception of students about two innovative teaching techniques role play method (RPM) and case based learning (CBL) in pharmacology. Method: Institutional Ethics Committee permission was obtained. II MBBS students gave written informed consent to participate in this study. The topic "rational pharmacotherapy" was taught to 6 small batches of approximately 18-20 students each. While CBL (n=84) was used for three batches, RPM (n=80) was applied for remaining three batches. After the session, a pre-validated perception questionnaire, containing 15 questions using Likert scale and open ended questions, was administered to the students. Result: Majority of students (CBL: 88.10% and RPM: 93.75%) appreciated these methods and felt it facilitated their understanding. These methods enhanced their intellectual curiosity (CBL: 57.14% and RPM: 73.75%), and were interactive (CBL: 71.43% and RPM: 90.00%). Learning atmosphere was perceived as comfortable (CBL: 82.14% and RPM: 77.50%). Students were satisfied with the respective techniques (CBL: 63.10% and RPM: 55.00%) and agreed that knowledge and skill acquired by these techniques will help them in clinical practice (CBL: 78.57% and RPM: 91.25%). Conclusion: Students' opinions for both the methods were favourable, though more inclination was towards RPM as it is more helpful for clinical decision making process. Trained facilitators can overcome the shortcomings perceived in CBL as well as in RPM. [ABSTRACT FROM AUTHOR] Copyright of Education in Medicine Journal is the property of Universiti Sains Malaysia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)