CONVENTIONAL TEACHING VERSUS COMPUTER-ASSISTED LEARNING IN EXPERIMENTAL PHARMACOLOGY AMONG 2ND-YEAR MBBS STUDENTS: A QUESTIONNAIRE-BASED STUDY

NIVEDITA SAHA; DOLLY ROY; DEVARSI CHOUDHURY; PRANAB DAS

doi:10.22159/ajpcr.2024v17i11.52520

Authors

NIVEDITA SAHA Department of Pharmacology, Silchar Medical College and Hospital, Silchar, Assam, India. https://orcid.org/0009-0008-8653-5124
DOLLY ROY Department of Pharmacology, Silchar Medical College and Hospital, Silchar, Assam, India.
DEVARSI CHOUDHURY Department of Pharmacology, Silchar Medical College and Hospital, Silchar, Assam, India. https://orcid.org/0009-0008-9575-2825
PRANAB DAS Department of Pharmacology, Silchar Medical College and Hospital, Silchar, Assam, India. https://orcid.org/0009-0009-0229-3277

DOI:

https://doi.org/10.22159/ajpcr.2024v17i11.52520

Keywords:

Computer-Assisted Learning, Pharmacology Education, Medical Students, Teaching Methods, Student Engagement

Abstract

Objectives: The primary objective was to evaluate the effectiveness of CAL in improving students' understanding of pharmacological concepts. The secondary objective was to assess students' acceptance and preference for CAL compared to traditional teaching methods.

Methods: A prospective cross-sectional study was conducted with 128 second-year MBBS students at Silchar Medical College & Hospital, Assam. Participants were divided into two groups: one group was taught using traditional methods, while the other utilized CAL. Data were collected through post-session quizzes and a feedback questionnaire. Statistical analysis included Chi-square tests to determine the significance of differences between the two groups.

Results: The CAL group demonstrated significantly higher understanding and application of pharmacological concepts, with students reporting greater satisfaction and increased interest in the subject. Key findings include a significant improvement in understanding (χ² = 11.25, p = 0.023) and the ability to relate drugs to basic mechanisms (χ² = 10.54, p = 0.032). However, concerns about the resource requirements of CAL were noted (χ² = 9.98, p = 0.041).

Conclusion: CAL significantly enhances the learning experience in experimental pharmacology, improving student comprehension, application of knowledge, and engagement. Despite its advantages, the implementation of CAL requires careful consideration of resource constraints. The study suggests that a hybrid approach, combining CAL with traditional methods, may offer the most effective strategy for teaching pharmacology.

Downloads

Download data is not yet available.

References

Tiwari R, Gupta S, Goel R. A questionnaire-based comparison of conventional teaching methods to computer-assisted learning in experimental pharmacology for undergraduate medical students. Int J Basic Clin Pharmacol. 2019. doi:10.18203/2319-2003.ijbcp20191113.

Sane R, Jadhav PR. Computer-assisted learning vs. conventional teaching in experimental Pharmacology: perception of second-year medical students. Int J Basic Clin Pharmacol. 2019. doi:10.18203/2319-2003.IJBCP20190485.

Santhanalakshmi P, Oommen S, AlwarM C, Arya J. Effectiveness of computer-assisted learning as a teaching method in experimental pharmacology. Natl J Physiol Pharm Pharmacol. 2018;8:1470-1474. doi:10.5455/NJPPP.2018.8.0723926072018.

Mirza N, Gajjar B, Joshi A. Computer-assisted learning to teach experimental pharmacology - A comparative study. Natl J Physiol Pharm Pharmacol. 2021. doi:10.5455/NJPPP.2021.11.03076202130032021.

Munge B, Sayana S, Ramu K, Naidu MP. Comparative study of effectiveness of computer-based knowledge in teaching versus conventional teaching perception in pharmacology among second-year MBBS undergraduate medical students. Int J Basic Clin Pharmacol. 2018. doi:10.18203/2319-2003.IJBCP20183408.

Joseph L, Pillai SR. Effectiveness of computer simulation versus chart-based learning in experimental pharmacology among undergraduate medical students. Natl J Physiol Pharm Pharmacol. 2020;11:0-0. doi:10.5455/njppp.2021.11.11324202001122020.

Begum N, Sathrasala R, Goru B, Manikanta M, Sharanya M. A questionnaire-based evaluation of teaching methods in Pharmacology among second MBBS students in Shadan Institute of Medical Sciences Hyderabad, Telangana, India. Int J Basic Clin Pharmacol. 2019. doi:10.18203/2319-2003.IJBCP20192190.

VeenaR M, Kalpana L, LavanyaS H, BharatKumarV D, ManasaC R. Impact of using computer-assisted learning in II MBBS Pharmacology teaching - perceptions of students in a medical college. J Evol Med Dent Sci. 2015;4:15209-15214. doi:10.14260/JEMDS/2015/2161.

Kumar M, Soni, Singh DK, Kumar S, Kumar S. A questionnaire-based comparative study on dry lab versus wet lab among second-year medical undergraduates in a tertiary care hospital of Bihar. Int J Basic Clin Pharmacol. 2020;9:1816. doi:10.18203/2319-2003.ijbcp20205116.

Sengupta P, Sharma A, Das N. Is there any benefit of integrating computer-assisted learning with conventional teaching format in pharmacology to demonstrate the effects of different drugs on mean arterial blood pressure in an anesthetized dog?: A comparative study. J Nat Sci Biol Med. 2017;8:181-185. doi:10.4103/0976-9668.210013.

Tikoo D, Gupta M. Student’s perception and experience of computer-assisted learning as a teaching method in experimental pharmacology. Int J Basic Clin Pharmacol. 2015;4:1168-1174. doi:10.18203/2319-2003.ijbcp20151352.