Volume : 3
Issue : 3
Online ISSN : 2393-8005
Print ISSN : 2454-4396
Article First Page : 86
Article End Page : 90
Learning is defined as modification in behavior as a result of exercise, practice or experience. So as to induce active learning in second MBBS Pharmacology students, we tried to introduce a form of competition based co-curricular activities. The activities comprised of an orchestrated design, consisting of microteachings, seminars, quizzes, fish bowl games, Problem based tasks, involvement in Research methodologies. We also chose our comparison criteria as sincerity, recall ability, public speech ability, learning interest, development of psychomotor skills and assessment of cognitive and affective domains. For this developmental research we chose voluntarily willing ten students.
We observed a variable pattern of involvement of students in each activity. Three out of ten students scored more in co-curricular active learning than in traditional internal assessment. 50% willing participants attended and performed in most activities including seminar presentations. While all the ten participants scored more than 35% eligibility criteria in traditional internal assessment, as well in active learning. Active participation by putting in individual’s own efforts makes learning more effective and useful. This establishes better correlation of Pharmacological knowledge of drugs with therapeutics. Complicated concepts of Individualized drug therapy and rational use of medicines can be introduced and developed using such methods. Those who are weak in immediate recall activities can be distinctly separated and trained by repeated exposures to immediate recall exercises, problem based learning and research activities. Presentation skill can be improved by repeated exposures to microteaching thus preparing good speakers for future.
Keywords: Continued Medical Education, Problem Based Learning, Research Project, Rational Use of Medicines, Immediate Recall, Psychomotor Domain