Department of Pharmacology, Christian Medical College and Hospital, Ludhiana - 141 008, Punjab, India.
Indian J Pharmacol. 2010 Apr;42(2):87-9. doi: 10.4103/0253-7613.64502.
The students are in the best position to comment on the effectiveness of any teaching system and they may be regarded as the best judges to assess the teaching and evaluation methods.
This study was designed to obtain student feedback on teaching and assessment methods in the subject of pharmacology and use it for improvement.
Based on student feedback from batch 2006, innovative strategies were implemented. To know the effect of these strategies feedback was obtained from subsequent batch 2007 using a written validated questionnaire covering various aspects of teaching and assessment methods.
Students were satisfied with all teaching methods except lecture, seminars and pharmacy exercises. Majority of the students showed preference for tutorials, short answer questions and revision classes. All students felt that there should be more time for clinical pharmacology and bedside teaching. The performance score of the students (batch 2007) indicated improvement in their scores (12%) when earlier feedback suggestions were implemented. The pass percentage of the subsequent batch in university examinations improved from 90 to 100%.
The implementation of suggestions obtained from students resulted in improvement in their performance. Hence, it is very essential to synchronize teaching and evaluation methods with special requirements of medical students.
学生最有资格评价任何教学系统的有效性，他们可以被视为评估教学和评估方法的最佳评判者。
本研究旨在获取学生对药理学教学和评估方法的反馈意见，并以此作为改进的依据。
根据 2006 届学生的反馈意见，我们实施了创新性策略。为了了解这些策略的效果，我们使用书面验证问卷从后续的 2007 届学生那里获得了反馈，涵盖了教学和评估方法的各个方面。
除了讲座、研讨会和药剂学练习外，学生对所有教学方法都感到满意。大多数学生更喜欢辅导、简答题和复习课。所有学生都认为应该有更多的时间用于临床药理学和床边教学。学生的表现分数（2007 届）表明，在实施早期反馈建议后，他们的分数提高了（12%）。随后一批学生在大学考试中的及格率从 90%提高到了 100%。
实施学生提出的建议可提高他们的表现。因此，使教学和评估方法与医学生的特殊要求同步非常重要。
