E-ISSN 2231-3206 | ISSN 2320-4672
 

Original Research

Online Publishing Date:
14 / 07 / 2022

 


Effectiveness of project-based learning in pharmacology as a teaching learning tool for second MBBS students in a medical college in South India

Arathy R, Sudha M J, Madhav Rao C, Remya S, Jahas J, Sibi S, Thasvi Kareem, Ramani P T.


Abstract
Background: Being a vast, volatile and dynamic subject, innovative teaching learning methods are required to generate student’s interest in learning Pharmacology.

Aims and Objectives: The aim of the study was to study the effectiveness of project-based learning (PBL) program (preparation of a poster or building a model) in improving learning in Pharmacology and to obtain student feedback on the program.

Materials and Methods: Twenty-one topics with equal difficulty level were selected from the “must know” portions in Pharmacology. 97 students of second professional MBBS were divided into 12 groups for building a model and nine groups for preparing a poster. Groups for preparing a model had minimum five members and groups for preparing a poster had minimum four members in each group. They were asked to prepare the project based on the topic in 1 month as group task. On the day of the submission, one of the group members presented the model/poster and all other students attended the presentation. A test of ten questions (section A) was done on the students before the presentation which was entirely based on their own project. On the same day, pre-test (section B) having 20 questions, one from each topic was done before the presentation. Post-test was done for all the students immediately after the presentations and also after 1 week. Feedback forms were given to the students after the presentation. Data collected from both the projects were analyzed separately.

Results: The improvement in immediate post-test was significant in students involved in both the projects compared to the pretest results. In the individual project assessment, ≥50% marks were scored by 89.8% of the students involved in model building and 87.9% of the students involved in poster preparation. 46 students (78%) involved in model building and 24 students(72.7%)involved in the poster preparation opined that the overall process of preparing and presenting the poster/model was extremely enjoyable. 49 students (83.05%) involved in model building and 28 students (84.8%) involved in poster preparation opined that the project work was extremely helpful in understanding the topic.

Conclusion: PBL can be incorporated as a novel teaching learning tool in Pharmacology.

Key words: Project-Based Learning; Model; Poste; Pharmacology


 
ARTICLE TOOLS
Abstract
PDF Fulltext
How to cite this articleHow to cite this article
Citation Tools
Related Records
 Articles by Arathy R
Articles by Sudha M J
Articles by Madhav Rao C
Articles by Remya S
Articles by Jahas J
Articles by Sibi S
Articles by Thasvi Kareem
Articles by Ramani P T
on Google
on Google Scholar


How to Cite this Article
Pubmed Style

R A, J SM, C MR, S R, J J, S S, Kareem T, T RP. Effectiveness of project-based learning in pharmacology as a teaching learning tool for second MBBS students in a medical college in South India. Natl J Physiol Pharm Pharmacol. 2023; 13(2): 331-335. doi:10.5455/njppp.2022.12.06277202207072022


Web Style

R A, J SM, C MR, S R, J J, S S, Kareem T, T RP. Effectiveness of project-based learning in pharmacology as a teaching learning tool for second MBBS students in a medical college in South India. https://www.njppp.com/?mno=44091 [Access: March 14, 2024]. doi:10.5455/njppp.2022.12.06277202207072022


AMA (American Medical Association) Style

R A, J SM, C MR, S R, J J, S S, Kareem T, T RP. Effectiveness of project-based learning in pharmacology as a teaching learning tool for second MBBS students in a medical college in South India. Natl J Physiol Pharm Pharmacol. 2023; 13(2): 331-335. doi:10.5455/njppp.2022.12.06277202207072022



Vancouver/ICMJE Style

R A, J SM, C MR, S R, J J, S S, Kareem T, T RP. Effectiveness of project-based learning in pharmacology as a teaching learning tool for second MBBS students in a medical college in South India. Natl J Physiol Pharm Pharmacol. (2023), [cited March 14, 2024]; 13(2): 331-335. doi:10.5455/njppp.2022.12.06277202207072022



Harvard Style

R, A., J, . S. M., C, . M. R., S, . R., J, . J., S, . S., Kareem, . T. & T, . R. P. (2023) Effectiveness of project-based learning in pharmacology as a teaching learning tool for second MBBS students in a medical college in South India. Natl J Physiol Pharm Pharmacol, 13 (2), 331-335. doi:10.5455/njppp.2022.12.06277202207072022



Turabian Style

R, Arathy, Sudha M J, Madhav Rao C, Remya S, Jahas J, Sibi S, Thasvi Kareem, and Ramani P T. 2023. Effectiveness of project-based learning in pharmacology as a teaching learning tool for second MBBS students in a medical college in South India. National Journal of Physiology, Pharmacy and Pharmacology, 13 (2), 331-335. doi:10.5455/njppp.2022.12.06277202207072022



Chicago Style

R, Arathy, Sudha M J, Madhav Rao C, Remya S, Jahas J, Sibi S, Thasvi Kareem, and Ramani P T. "Effectiveness of project-based learning in pharmacology as a teaching learning tool for second MBBS students in a medical college in South India." National Journal of Physiology, Pharmacy and Pharmacology 13 (2023), 331-335. doi:10.5455/njppp.2022.12.06277202207072022



MLA (The Modern Language Association) Style

R, Arathy, Sudha M J, Madhav Rao C, Remya S, Jahas J, Sibi S, Thasvi Kareem, and Ramani P T. "Effectiveness of project-based learning in pharmacology as a teaching learning tool for second MBBS students in a medical college in South India." National Journal of Physiology, Pharmacy and Pharmacology 13.2 (2023), 331-335. Print. doi:10.5455/njppp.2022.12.06277202207072022



APA (American Psychological Association) Style

R, A., J, . S. M., C, . M. R., S, . R., J, . J., S, . S., Kareem, . T. & T, . R. P. (2023) Effectiveness of project-based learning in pharmacology as a teaching learning tool for second MBBS students in a medical college in South India. National Journal of Physiology, Pharmacy and Pharmacology, 13 (2), 331-335. doi:10.5455/njppp.2022.12.06277202207072022