ABSTRACT
Background: Low back pain is a common musculoskeletal symptom caused by a variety of disorders that affect the lumbar spine. The most frustrating aspect in the treatment of low back pain is that there is “no magic bullets”. The objective of the study was to compare the efficacy and safety of flupirtine versus piroxicam in patients with back pain. Methods: This was prospective, open labeled, randomized, comparative clinical study conducted by the Departments Orthopedics and Pharmacology, BMC&H, Chitradurga. Study was conducted on 60 patients of either sex, aged above 18 years with low back pain. Assessments were done for Finger-to-Floor Distance (FFD), lumbar pain, Lasegue’s sign, tenderness of vertebral muscles, pain & sensory disturbance in lower limbs and response to therapy for efficacy. Parametric data was analyzed by t-test and proportions were compared using Chi-square test. Results: 74 patients were randomized to 2 groups of 37 each. Group I patients received flupirtine maleate 100 mg twice daily and Group II patients received piroxicam 20 mg twice daily for 14 days. 30 patients in each group completed the study and were analysed. On intergroup comparison, there was no statistical difference (p>0.05) in the efficacy parameters of finger-to-floor distance (FFD), lumbar pain, Lasegue’s sign, tenderness of vertebral muscles, sensory disturbance in lower limbs, VAS scores & global assessment of response to therapy. 13.3% in flupirtine group and 16.6% in piroxicam group reported adverse events. Conclusions: Both flupiritine and piroxicam were equally effective but flupirtine was better tolerated than piroxicam.
ABSTRACT
Background: Pharmacology, like any other branch of medicine, is progressing by leaps and bounds. Consequently, reforms in undergraduate teaching are the need of the hour. Objectives: To determine the medical students’ perception and receive feedback on teaching and learning of pharmacology in our institution. Material and Methods: This was a cross-sectional study based on the questionnaire. A pre-validated, predesigned questionnaire containing 23 points was administered to fifth term medical students. Results: 73.43% wanted the faculty members to make more use of Audio-Visual aids for effective learning. 98.43% students wanted to include case based learning in the curriculum and 90.62% students wanted more of the clinical pharmacology to be introduced in the curriculum. 70% participants wished recent advances to be included in the curriculum and almost 80% were in favour of MCQs to be included in assessment of their academic performance. Only 26% participants felt rabbit eye experiments was appropriate and relevant to the present days of practical pharmacology reflecting a need for reforms. Only 10.93% students were willing to consider pharmacology as one of the subject for post-graduation. About 25% students felt the ideal teaching method for learning pharmacology was didactic lectures and group discussions and 81% thought the ideal teaching/learning media for pharmacology was the combination of LCD projector and blackboard. The most difficult system to understand was Autonomic Nervous System (53%). Conclusion: The study revealed the perception and feedback of the students regarding learning pharmacology were positive and constructive. It also revealed the priority areas for improvement.
ABSTRACT
Background: Adverse effects due to medicines are common cause of morbidity and mortality and have a major impact on public health. Aim: To assess the awareness of Pharmacovigilance among fifth term medical students. Material and methods: This was an observational, cross-sectional study based on the questionnaire The study was conducted on fifth term medical students in the Department of Pharmacology of BMCH, Chitradurga. A questionnaire containing 15 questions with 2-5 options were given to each student and they were asked to mark one best suitable option. We analyzed data of 66 participants The results were evaluated graphically using Microsoft excel sheet. Results: 89.93% of students were aware of all the activities involved in Pharmacovigilance. 48.48% of the students had an idea that all the health care professionals (i.e. doctors, pharmacists, nurses) are responsible for reporting adverse drug reaction (ADR). 34.84% of students had wrong perception that WHO online database for reporting ADRs was Medsafe and 31.81% thought Vigibase as the WHO online database. 48.48% had the correct understanding that CDSCO is the regulatory body for monitoring ADRs in India. 66.66% students thought that, all the types of ADRs (mild, moderate and severe) irrespective of their severity have to be reported. 61% of students thought that ADR reporting is a Professional obligation. 91% of the students were aware that all the measures (stop the drug,report ADR and treat the condition) have to be taken when an ADR is suspected. Other finding included like, 68% students knew drugs banned because of ADR. Majority of students wrote Thalidomide and Nimesulide as an example for a drug banned because of ADR. Conclusion: The current study revealed that medical students had good awareness about Pharmacovigilance and ADR reporting. Better understanding of subject will help in improving the quality of health care and safety of the patients.
ABSTRACT
Objectives: Undergraduate medical education (MBBS) still involves large classes and most of the curriculum is delivered through traditional lectures. Some students lack opportunities for active and self-directed learning. Hence, it is necessary to initiate Case-Based Learning (CBL) for large group teaching, gather perception of students and compare the effectiveness of the CBL with regular lectures. Methods: Tuberculosis and malaria were chosen for CBL. We formulated 15 case scenarios in tuberculosis and 12 in malaria. CBL was facilitated in a large group of 112 students using buzz groups of about 10 students each. Structured feedback questionnaire was prepared to assess the perception of students about these modules using a five point Likert scale. After one month a test was administered which included questions from CBL and lecture topics. Results: Most students (93% to 96%) either strongly agreed or agreed that the module improved their comprehension, stimulated interest in the subject, improved their ability to correlate pharmacology with medicine, increased understanding of bedside clinics of tuberculosis and malaria, rational drug therapy and adverse drug reactions. The marks scored in CBL topics was significantly high 4.85 ± 1.3 compared to lecture 3.98 ± 1.4 (p<0.0001). There was significant difference (p<0.001) in the marks between high and low achievers in the CBL topics, but performance of high and intermediate achievers was insignificant. Conclusions: The majority of students perceived that CBL improved their ability to integrate the knowledge gained in pharmacology to bedside clinics. CBL significantly improved the performance of students. CBL was more effective than lecture for intermediate achievers.