ABSTRACT
Introduction: The concepts taught in pre-clinical sciences serve as a backbone to understand the clinical sciences. The system of teaching basic science subjects through didactic lectures followed in most of the medical colleges is more of a teacher centered. The medical educators are concerned about the learning outcomes of the traditional programs of teaching. Usually feedback on curriculum is obtained by subject experts from other universities. There is an unmet need to obtain the perceptions of graduates as they represent one of the important stakeholders of curriculum. Objective: To collect the interns perception about the content, need and application of biochemistry knowledge during their internship using a pre-designed and pre validated questionnaire. Materials and Methods: It was a cross sectional study done on interns who were asked to give feedback on biochemistry curriculum using the questionnaire. All the opinions were rated using 5- point Likert scale, ranging from strongly disagree to strongly agree. Results: 72.9% of interns were in favor of integrating basic science subjects with clinical sciences . Around 74.5 % (2/3rd) expressed that adopting interactive teaching strategies and problem based learning helped them in better understanding of the subject. Conclusion: The final goal of teaching in a medical sector includes attainment of knowledge, skills, attitudes and morals required to perform professional tasks safely and competently. In order to achieve this interactive, practical/case oriented and integrated teaching should be promoted.
ABSTRACT
Abstracts: Background: Interns being the most junior doctors involved in prescription of drugs in hospitals, there is a unmet need to obtain perceptions regarding undergraduate clinical pharmacology teaching on rationale prescription of drugs and level of retention of knowledge on clinical pharmacology .Hence this study was planned to assess the perceptions of Interns and faculty regarding undergraduate clinical pharmacology teaching on rationale prescription of drugs. Methodology: 58 internees and 52 faculties of JN medical college were administered with a structured questionnaire. The questionnaire sought information about demographics, undergraduate clinical pharmacology teaching, confidence in rationale drug prescription and experiences of adverse drug reactions. Results: Among 58 internees recruited, 26(44.8%) disagreed that training in clinical pharmacology has equipped them to prescribe rationally and 30(51.7%) Internees expressed lack of confidence while prescribing rationally. Out of 52 faculties recruited, it was observed that 20(38.5%) faculty disagreed that undergraduate training in clinical pharmacology has equipped interns to prescribe rationally and 29(55.8%) of faculty agrees that interns are not confident enough to prescribe rationally. Conclusion: The present study showed that interns are not adequately equipped to prescribe rationally and confidently based on undergraduate clinical pharmacology teaching. Hence there is a need of vigorous training in clinical pharmacology during their graduation. [