scholarly journals A questionnaire-based comparison of conventional teaching methods to computer assisted learning in experimental pharmacology for undergraduate medical students

2019 ◽  
Vol 8 (4) ◽  
pp. 762
Author(s):  
Ravi Kant Tiwari ◽  
Sandeep K. Gupta ◽  
R. K. Goel
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Animal Experiments ◽  
Frog Heart ◽  
Computer Assisted ◽  
Undergraduate Medical Students ◽  
Computer Assisted Learning ◽  
Experimental Pharmacology ◽  
Conventional Teaching ◽  
Significant Difference

Background: Computer Assisted Learning (CAL) for teaching experimental pharmacology is now widely accepted as alternative to animal experiments. The objective of this study was to compare the performance of undergraduate medical students by conventional teaching methods (lecture and discussion) and CAL.Methods: This was a questionnaire based observational study involving 109 MBBS students of fifth semester. The students were taught experimental pharmacology practical by both conventional methods (lecture with discussion) and computer assisted learning (CAL). Questionnaire and their filled responses by these students were taken at the end of lecture-discussion (pre-CAL) and after the CAL experiments (post-CAL), covering the same topics of experimental pharmacology. Pre-CAL and post-CAL data were assessed statistically.Results: In the pre-CAL session, only 53.39%, 47.56%, 53.39% and 49.5% of the students were having the scores above 40% in the rabbit eye, DRC and potentiation, frog heart and dog BP experiment respectively, which was increased to 77.44%, 75.48%, 75.47% and 75.48% of the students respectively in the post-CAL assessment. A statistically significant difference (p <0.05) in the performance was observed among the students in the pre-CAL and post-CAL assessment.Conclusions: CAL is a good alternative to animal experimentation. Lecture with discussion, followed by CAL experiments on the same topics, enhanced the performance of students as shown by improvement in post-CAL scores.

scholarly journals Computer assisted learning versus conventional teaching: a questionnaire based study

2017 ◽  
Vol 6 (6) ◽  
pp. 1399
Author(s):  
Shipra Jain ◽  
Kopal Sharma ◽  
Pushpawati Jain ◽  
Sakshi Singh
Keyword(s):  
Teaching Methods ◽  
Animal Experiments ◽  
Computer Assisted ◽  
Screening Methods ◽  
Traditional Teaching ◽  
Computer Assisted Learning ◽  
Traditional Group ◽  
Teaching Group ◽  
Experimental Pharmacology ◽  
Significant Difference

Background: Animal experiments have ethical concerns thus practical sessions mean demonstration classes. Incorporation of novel teaching methods in pharmacology is the need of the hour when there is extensive use of computers among students. The present study was conducted to analyse and compare the knowledge gained by students through traditional demonstration lectures versus Computer assisted learning (CAL) sessions.Methods: This study was done on 112 second professional MBBS students after taking informed consent. They were divided in 2 groups viz. CAL group and Traditional teaching group and were taught experimental pharmacology topics using different teaching methods. The performance of the students in the two groups was then compared based on questionnaire. Student’s perception on use of CAL was also assessed.Results: A statistically significant difference in performance was seen among the students in the traditional teaching group and CAL group. In CAL group, the average scores for the Rabbit’s eye, Dog’s blood pressure, Animals used in Experimental Pharmacology and Screening methods sessions were 9.07, 8.3 and 3.8 respectively while in traditional teaching group the scores were 8.4, 7.8 and 3.4 respectively. Similarly, in frog’s heart session, CAL group scored higher (7.14) than traditional group (6.79). 76.8% students strongly agreed that CAL sessions were useful and 100% students strongly agreed that traditional lectures are difficult to retain.Conclusions: The study concludes that CAL is a promising teaching option when compared to traditional demonstration lectures for undergraduate practical pharmacology classes.

scholarly journals Computer assisted learning vs. conventional teaching in experimental Pharmacology: perception of second year medical students

2019 ◽  
Vol 8 (3) ◽  
pp. 438
Author(s):  
Rohit M. Sane ◽  
Pradeep R. Jadhav
Keyword(s):  
Teaching And Learning ◽  
Animal Experiment ◽  
Teaching Method ◽  
Rapid Development ◽  
Animal Experiments ◽  
Computer Assisted ◽  
Psychomotor Skills ◽  
Computer Assisted Learning ◽  
Experimental Pharmacology ◽  
Conventional Teaching

Background: The main pool of pharmacology practical teaching is formed by the use and demonstration of animal experiments. Animals have been used to demonstrate the effect of various drugs in experimental pharmacology classes, in the lab. The practical sessions in pharmacology training involving animal experiments are still taught by traditional teaching methods. Rapid development of information technology has led to newer trends in teaching and learning using Computer Assisted Learning (CAL). Keeping it in mind we decided to undertake this study to assess the perception of CAL in 2nd year MBBS students over conventional teaching in experimental pharmacology.Methods: This was an observational, questionnaire-based study. A total of hundred undergraduate MBBS (2nd year) students participated. Participants were first demonstrated an animal experiment by conventional teaching method followed by the same animal experiment demonstration on CAL. Students’ feedback was recorded on a questionnaire and analyzed.Results: The mean age of the participants was 19.88±1.28 years. The study overall observed that 62% preferred CAL to conventional (38%). Majority of the participants’ thought CAL (63%) helps to understand better over conventional (28%) and that CAL (63%) is time independent over conventional (28%). More than 85% felt that CAL was more explanatory and provided a better learning experience.Conclusions: Students preferred CAL to conventional teaching, in experimental pharmacology. It also provided insight on perception and experience of students towards CAL for experimental pharmacology. However, further studies are warranted to assess the knowledge, cognitive and psychomotor skills of students.

scholarly journals A survey on the knowledge and perception of computer assisted learning among undergraduate medical students in a tertiary care teaching institute of North India

2018 ◽  
Vol 7 (5) ◽  
pp. 917
Author(s):  
Amita Jindal ◽  
Raj Kumar ◽  
Nagma Bansal ◽  
Kamalpreet Kaur
Keyword(s):  
Medical Students ◽  
Learning Experience ◽  
Tertiary Care ◽  
Animal Experiments ◽  
North India ◽  
Undergraduate Teaching ◽  
Computer Assisted ◽  
Undergraduate Medical Students ◽  
Computer Assisted Learning ◽  
Cross Sectional

Background: Computer assisted learning (CAL) in the classroom as well as laboratory in the medical profession has been rising in the present scenario worldwide. CAL can replace laboratory based animal experiments to a large extent and prevent the unnecessary harm or killing of animals. In India, only few studies have been conducted on CAL till date. Aims and objective of the study was to evaluate the knowledge and perception on CAL among undergraduate medical students.Methods: This cross sectional study was carried out on the medical students (MBBS-Second Professional) in the department of pharmacology at Guru Gobind Singh Medical College and Hospital, Faridkot, Punjab, India. Feedback was obtained from 105 students who had already performed animal experiments in CAL laboratory.Results: It was seen that Computer simulated models (CSMs) are useful for undergraduate teaching (by 98.1%), CAL enrich learning experience about drug effects (by 97.1%), CSMs in CAL is user friendly (by 97.1%) and use of CSMs in teaching is ethical (by 97.1%).Conclusions: CAL is an innovative teaching and learning technique for the medical students. This is an effective mode of teaching pharmacology to the students and it also helps the students to apply their theoretical knowledge of drugs to the practical aspects (without use of animal) on computer simulated models.

scholarly journals Undergraduate medical students’ perception regarding computer assisted learning in experimental pharmacology practical

2018 ◽  
Vol 7 (3) ◽  
pp. 541
Author(s):  
Manish Kumar ◽  
Manish Kumar ◽  
Hitesh Mishra ◽  
Pramod Kumar Manjhi ◽  
Akash Chandra ◽  
...  
Keyword(s):  
Drug Effects ◽  
Computer Assisted ◽  
Undergraduate Medical Students ◽  
Computer Assisted Learning ◽  
Time Saving ◽  
Theoretical Concepts ◽  
Advantages And Disadvantages ◽  
Experimental Pharmacology

Background: Main objective of this study was to find out the students’ perception and to obtain feedback towards the use of Animal Simulator to demonstrate drug effects in terms of its acceptability, advantages and disadvantages of Computer Assisted Learning (CAL) in experimental pharmacology practical as an educational tool.Methods: Questionnaire based study, done on randomly and voluntarily selected ninety-six fourth and fifth semester MBBS Students. Divided into four groups and each group contained 24 students. Students were taught experimental pharmacology practical online using Animal simulator (CAL- Computer Assisted Learning) for 2 hours on different days in three sessions. Questions and their feedback was taken during these sessions and presented in tables. Statistical analysis of data was done using Graph Pad software.Results: Majority of students i.e. 64 (66.67%) agreed that in vitro and in vivo experiments on animals are essential for better understanding and learning of the biological process. Students were agreed to the majority of the statements for CAL like enjoyable and time saving, easy to perform, contributes more to understanding theoretical concepts, no experimental error seen, welcome change and best alternative to laboratory practical and many experiments can be demonstrated in a short time. Students were disagreed on statements like CAL is an effective method of teaching practical aspects and preferred experimentation than laboratory practical. Majority of students given yes/positive response to questions showing advantages of using CAL. Also, positive feedback was obtained regarding questions showing disadvantages of using CAL software.Conclusions: Students’ perception regarding practical with CAL laboratory using animal simulator was good. The overall view was expressed that they found the exercises interesting and educationally beneficial. Computer assisted learning is a feasible and very effective teaching and learning method in pharmacology with huge potential to change the way of learning as it meets the majority of the learning objectives.

scholarly journals Computer assisted learning module in experimental pharmacology for medical students: introduction and evaluation

2018 ◽  
Vol 8 (1) ◽  
pp. 78
Author(s):  
Sunita Singh ◽  
Harshwarshan . ◽  
Vivek Singh ◽  
Barakha Gupta
Keyword(s):  
Animal Experiments ◽  
Faculty Members ◽  
Cognitive Domain ◽  
Computer Assisted ◽  
Computer Assisted Learning ◽  
Test Analysis ◽  
Passive Learning ◽  
Experimental Pharmacology ◽  
Feedback Questionnaire ◽  
Post Test

Background: Animal experiments have been restricted due to strict Committee for the Purpose of Control and Supervision of Experiments on Animals (CPCSEA) rules and regulations for animal procurement and experimentation. At present, teaching is done by showing cards with tracings. This helps in the development of cognitive domain only. There is a need to change the traditional passive learning methodologies to an active technology based experimental learning methodology. Present educational interventional study is aimed at enhancing learning and making teaching interactive and interesting by introducing Computer Assisted Learning (CAL). Objectives of the study are to assess and evaluate the learning outcome of two methods (teaching by showing cards and computer assisted) in experimental Pharmacology and to assess the perception of students and faculty towards implementation of CAL.Methods: The study was conducted at Sarawathi Institute of Medical Sciences, Hapur, UP, India. A departmental meeting was organized to sensitize the faculty members. Test and feedback questionnaire were prepared. Participants were divided into two groups. One group was taught by cards and another by CAL. For second experiment students cross over was done. Students were assessed by post-test analysis. Feedback from the faculty and students were taken and analyzed.Results: There was improvement in knowledge of students as shown from results of post-test analysis. More than 86% of the faculty members and 80% of the students rated CAL methodology more than 3 at Likert scale.Conclusions: As compared to teaching by cards, the learning was enhanced by CAL. Students found CAL more enjoyable, interactive, comprehensible and easy to retain. In future, students would prefer CAL as an alternative method of learning in experimental laboratory.

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