ABSTRACT
Background: Medical education is an extensively evolving field. Not only the medical curriculum keeps changing with time, so does the requirements for the students and teachers. Chalk and board is traditionally the most commonly used method of teaching whereas PowerPoint (PPT) presentation is the new generation most commonly used method. Aim and Objective: This study was conducted to evaluate the preference and perspectives of the undergraduate MBBS students’ pertaining to the two most commonly used audiovisual teaching aids namely chalk and board verses PPT presentation. Materials and Methods: An observational cross-sectional study was conducted involving two batches of MBBS undergraduate students. Results: A total of 144 students participated in the study. Eighty-four students were from 2nd year and 60 students from final year MBBS. In our study, we got favorable responses (Likert scale 4 and 5) for chalk and board method in 84 (58%) and for PPT presentation in 60 (41.9%) of students. One hundred and nineteen (82.6%) students preferred class notes over handouts. Most of the parameters were comparable among the two methods except the statements of lecture being interesting, interactive, better problem-solving, and emphasis on important points being in favor of chalk and board; and those of clarity, better diagrams ad flowcharts, covering more topics, and clinical case demonstration were in favor of PPT. Conclusion: No single aid is perfect in all aspects. Hence, a suitable aid should be chosen depending on the topic, clinical scenario, level of complexity of topics, and understanding that is required.
ABSTRACT
Background: Healthcare providers are still hesitant in prescribing generic medicines due to several misconceptions about bioequivalence, efficacy, quality, and safety of generic medicines as compared to their branded counterparts. Proper teaching and training help in positive changes in perception as well as the prescribing and dispensing practices of healthcare providers. Aim and Objectives: The aims of this study were to study the knowledge and perception about the generic medicine among 2nd year MBBS and nursing students and to find out the differences between the student’s responses. Materials and Methods: An observational cross-sectional study was conducted involving 83 2nd year MBBS students and 60 2nd year nursing students in Bundelkhand Medical College, Sagar (M.P.), India. Assessment of knowledge and perception about generic medicines using the normal 5-point Likert scale and calculation using the independent-samples Mann–Whitney U-Test and P < 0.05 was considered statistically significant for differences observed among the two groups. Results: Only 33% of MBBS students and 17% of nursing students were select correct answer for bioequivalence limits. Almost 82% of MBBS and 53% of nursing students were agreed toward generic medicines are less expensive than brand name medicines (P = 0.00). Only 45% of MBBS students and 15% of nursing students were disagreed toward generic medicines are of inferior quality to branded drugs (P = 0.001). About 37% of MBBS students and 20% of nursing students were disagreed toward generic medicines are less effective and less safe than brand name medicines (P = 0.01) and only 12% of MBBS students and 7% of nursing students were disagreed toward brand name medicine which are required to meet higher safety standards than generic medicines (P = 0.09). Conclusion: In our study, we found that significant knowledge gap with regard to the regulatory bioequivalence limits for generic medicines and misconceptions about generic drugs is also quite prevalent. Educational interventions are most important tool to improve knowledge and change in perceptions among healthcare students about generic medicines and eventually promote practice of prescribing cost-effective generic drugs.