Feedback from Physiotherapy And Occupational Therapy Undergraduate Students On Teaching – Learning And Evaluation Methodology In Pharmacology
Feedback from Physiotherapy And Occupational Therapy Undergraduate Students On Teaching
Keywords:
Assessment, Survey, Questionnaire, PhysiotherapyAbstract
Abstracts: Background: “Students’ Feedback†is an important tool to evaluate the teaching- learning and evaluation methodologies. It can identify strengths and weaknesses which can be used to strengthen methodologies. Objective: 1.To develop a tool to obtain feedback from Physiotherapy and Occupational Therapy undergraduate students. 2. To identify strengths and weaknesses in the current teaching-learning and evaluation methodology in pharmacology using feedback from Physiotherapy and Occupational Therapy undergraduate students. Materials and methods: Prevalidated Questionnaire consisting of questions pertaining to teaching-learning and evaluation methodology was designed. Students of 2nd and 3rd year Bachelor of Physiotherapy (B. P. Th.) and students of 2nd year Bachelor of Occupational Therapy (B. O. Th.) were requested to fill the questionnaire. The questionnaires were analyzed. Results: Students were satisfied with the current teaching-learning methodologies except they showed preference to introduce case studies and group discussions. According to them, power point presentation with chalk and board was the most effective A-V aid. Students opined that Chemotherapy and ANS should be covered in more detail. All the students felt that the questions with model answers asked in formative evaluations should be discussed with them. Conclusion: Current teaching learning and evaluation methodology could be strengthened by inclusion of case studies and group discussions and discussion of model answers with students post examinations.
References
2. Linda S, Susan T, Steven H, Richard H, John N, Katinka P, Artur R, Richard R. A review of the evaluation of clinical teaching: new perspectives and challenges. Medical education 2000; 34:862-70
3. Richardson BK Feedback. Acad Emerge Med 2004; 11:1-5.
4. Petra MB, Trisha G. Selecting, designing and developing questionnaire. BMJ 2004; 328:1312-15.5. Dinesh KB, Suman B, Prashant K. Student’s evaluation of Teaching and assessment method in Pharmacology. Indian J Pharmacol. April 2010; 42:87-89
6. Garg A, Rataboli PV, Muchandi K. Students’ opinion on the prevailing teaching methods in pharmacology and changes recommended; Indian J Pharmacol. June 2004; 36:155-58
7. Vikas S, Prerna U, Mushtaq A. Impact of various lecture delivery methods in Pharmacology. EXCLI Journal 2010; 9:96-101
8. Ernest K, Anand KN, Kanagasabapathy N, Chandy SJ, Kuruvilla A, Thomas M. Patient oriented problem solving (POPS) approach and audiovisual aided lectures in teaching pharmacology – A comparative study. Indian J Pharmacol. 1998; 30:97-101.
9. Kela AK, Mehta VL. Impact of inclusion of clinical projects in undergraduate teaching Indian J Pharmacol. 1993; 25:249-50.
10. McMillan DE, Wenger GR. Effects of curriculum and format changes in a medical pharmacology course. Acad Medicine 1987; 62: 836-41.
11. Maharashtra University of Health Science, Nashik Amended Syllabus for II BOTh and BPTh.
12. Cowie, B, Bell B. A model of formative assessment in science education, Assessment in Education 1999 6:101-16.
