Teaching methodologies in pharmacology: A survey of students′ perceptions and experiences

Abstract

Objectives: In order to ensure a successful and sustainable curriculum development, regular feedback from students about their views of learning experience is a must. The purpose of this study was to assess whether learning aids are actually supporting the curriculum goals and what reforms can be implemented for betterment of teaching in pharmacology for dental students.Materials and Methods: A detailed structured questionnaire having both open and closed-ended questions was given to 120 students of 2 nd year in a teaching dental hospital. Descriptive statistics were used for analysis of data. Frequency was expressed as percentage. Pearson Chi square test was used to compare the responses to various questions.Results: A total response rate of 83.33% was observed. Majority of the students, i.e., 85% were females. Mean age of the students was 19.6 ± 0.87 years. Teaching by lectures with bilateral communication was rated highest (47%) among the teaching methods. Most students wanted teachers to use liquid crystal display (LCD) projection during lectures. 42% students preferred textbooks and class notes for studying pharmacology. A whopping 76% of the students favored tutorial sessions of small groups. As part of pharmacology practicals, a combination of pharmacy practicals and clinically oriented exercises was preferred. While preparing for the annual university examination, class tests were rated as most useful (43%) followed by tutorials (24%), send-up (20%), and midterm examination (13%).Conclusion: Lectures with bilateral communication are the preferred mode of learning in this setting. There is a need to incorporate more clinically oriented exercises like proper usage of syringes and needles or observing aseptic precautions to better equip the students toward clinical training.