The Innovative Strategies Beyond Traditional Lectures And Practical Courses Advancing Pharmacology Education
DOI:
https://doi.org/10.69980/ajpr.v28i5.646Keywords:
Collaborative learning, Computer-assisted instruction, Innovative teaching, Pharmacology educationAbstract
Aims: The study aims to compare the effectiveness of traditional and innovative educational practices in pharmacology education among 2nd Professional MBBS students, focusing on enhancing student engagement, knowledge retention, and the development of critical clinical skills.
Methods and Material: A prospective questionnaire-based study was conducted at K D Medical College & Hospital, Mathura, involving 300 students divided into control (traditional methods) and experimental (innovative methods) groups. The control group received lectures and lab sessions, while the experimental group engaged with flipped classrooms, collaborative learning, and interdepartmental integration. Data collection included pre-and post-test assessments, surveys, focus groups, and classroom observations. Quantitative data were analyzed using T-tests and ANOVA, and qualitative data were thematically analyzed using SPSS Version 26. Ethical approval was obtained, and participant confidentiality was maintained throughout the study.
Results: The experimental group demonstrated significantly higher knowledge acquisition, scoring on average 25 points more than the control group. Additionally, the experimental group had a 90% attendance rate compared to 75% in the control group, indicating a 15% increase in attendance due to the intervention. Satisfaction levels were also higher in the experimental group, with average scores ranging from 4.5 to 4.9 out of 5, compared to 3.0 to 3.4 in the control group. The findings further indicated that the use of innovative teaching strategies led to improved student participation and interaction. Benefits highlighted in student journals included enhanced visualization, social learning, and applied knowledge.
Conclusions: In Conclusion, Innovative teaching methods such as games, case discussions, and role-playing were more effective than conventional lecturing in enhancing knowledge acquisition, motivation, attendance, and course satisfaction in pharmacology.
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