ABSTRACT
Background: Complementary and alternative medicine is very robust in some parts of the world. The study was done to impart the experiential learning related to sources of drugs in a pharmacy practical class for MBBS students.Methods: We used ingredient-tray (I-Tray) teaching tool consisting of two parts to generate experiential learning in MBBS students about ethno pharmacological sources of drugs. Innovatively designed I -tray filled with two sizes plastic containers (100 ml and 50 ml sizes used for collecting biological samples of sputum and urine) containing crude drug medicinal sources which were arranged in gutters of the tray. They were sorted into five categories such as plants (flowers of Vinca rosea, bark of Terminalia arjuna, roots of Rauwolfia serpentine and Eucalyptus leaves); animals (formalin preservatives freshwater leech, shells and vaccines); minerals (kaolin, potassium permanganate and charcoal); oils and others. Three charts of 4 square feet sizes were used for demonstration of synthetic, microbiological and genetically engineered drug sources.Results: The students’ approval rate of I-tray was mean yes value of 105.78 for a tool of active learning out of total 113 students. Around 100%, 98.23 % and 97.35% students utilised application of concept (cognition), faculty of smell (affective) and volunteering (psychomotor) in the class. However female students had statistically significant score against this set up of the class depicting gender specificity of the learning process.Conclusions: Thus teaching traditional sources of drugs through I-tray impart higher order social, place based and experiential learning of medicine.
ABSTRACT
Background: Tuberculosis (TB) is a highly lethal infectious disease causing huge health burden worldwide, commonly involving the respiratory system. Medical students should also be empowered to impart awareness and reduce stigma related to TB. The objective of this study was to evaluate whether educational intervention would affect the level of TB awareness, knowledge, attitude and preventive practice of TB among medical students.Methods: The present study was carried out among the second year medical college students of Pacific Institute of Medical Sciences, Udaipur, India (n=142). A multiple-choice questionnaire of 45 questions was designed in English language, for pre- and post-tests. A 30-minute visual health education was given on TB and the assessment of knowledge, attitude and preventive practice of TB was done by a pre-test and post-test questionnaire.Results: Out of the total 150 student, 142 participated in the study making the response rate 94.66%. The total mean percentage of correct answers for TB knowledge was 48.59 (±20.44) which improved to 69.33 (±17.74) post-training. The total mean percentage of right attitude was 63.036 (±16.46) which improved to 77.06 (±15.58) post-training. The total mean percentage of correct answer for preventive practice were provided by 67.036 (±12.90) which changed to 79.50 (±12.01) post-training. There was significant difference in the knowledge, attitude and preventive practice of students in pre- and post-training tests (p=0.001).Conclusions: Our findings revealed that medical students had poor knowledge. A simple TB education session had a positive influence on knowledge, attitude and preventive practices about TB among them.
ABSTRACT
Background: Choosing an appropriate Drug Delivery System (DDS) influences the acceptability, adherence and better outcome of the therapy in the patients. The present study was planned to evaluate the second year MBBS students on standardized patients (SP) using Group Objective Structured Clinical Encounters (GOSCE) after content delivery by traditional power point class versus experiential teaching methodology.Methods: DDS practical class was held in two larger groups after adding two odd sub-groups (1+3) as ‘A’ (64 students) and even sub-groups (2+4) as ‘B’ (66 students). The formative GOSCE evaluation was done 2 weeks after the classes by the trained physician examiners as per the Medical Council of Canada pre-determined scoring instruments.Results: The average magnitude of change in GOSCE scoring is extremely statistical significant on t-test (P< 0.0001) in favour of experiential teaching methodology for all the skills. The statistical significant percentage of students were able to extract the treatment history in respect of eliciting problem, reasons for non-compliance, methods of intake, explain the technique and showed the courteous professional behaviours.Conclusions: The clinical cases as SP in pharmacology teaching for developing competency based communication skills and GOSCE are the appropriate methodology for evaluation of large student group for experiential DDS training.