Jaju T A, Parmar U I, Gajbhiye S V, Kurle D G, Shah R M
Department of Pharmacology and Therapeutics, Seth GS Medical College and KEM Hospital, Mumbai, Maharashtra, India.
J Postgrad Med. 2024 Oct 1;70(4):217-222. doi: 10.4103/jpgm.jpgm_44_24. Epub 2024 Dec 13.
Pharmacology is one of the most dynamic and evolving branches, not only in the concepts but also in teaching methodologies. Many attempts have been made by various colleges all over the world to make the teaching of pharmacology more interesting and relevant.
The literature from two databases (Google Scholar and PubMed) published between 2005 and 2020 were searched using terms related to "Teaching Techniques" AND "Pharmacology." The articles with unavailable full-text those published in conference proceedings, duplicate studies, and articles published in languages apart from English were excluded. Teaching techniques were compared using success and popularity ratios, which were calculated on the basis of student's test score and their feedback with an average minimum score of 50%, which was considered the benchmark.
Out of the 1,093 articles reviewed, only 95 studies met the inclusion criteria. The majority of the studies were conducted among medical (64.21%) and pharmacy (28.42%) students. Most common teaching techniques belonged to computer and case-based (21.05% each) types followed by multiple techniques (11.58%) types. Flipped, case-based, multiple methods, modules, and other innovative methods have been well received by students with a popularity ratio ranging between 100 and 81, and improvement in students' test scores further demonstrated their utility with a success ratio between 100 and 88. The effectiveness and popularity of computer-based techniques and student-centered techniques were found to be moderate (73 and 71). Although popular, team-based techniques and simulations seemed to be less effective in improving test scores (50 and 33, respectively).
There is a need for periodic up-gradation in techniques utilized for teaching pharmacology. Every teaching technique has its strengths and weaknesses. They need to be utilized as per the student's requirement.
药理学是最具活力且不断发展的学科分支之一，不仅在概念方面，而且在教学方法上也是如此。世界各地的许多学院都进行了诸多尝试，以使药理学教学更有趣且更具相关性。
使用与“教学技术”和“药理学”相关的术语，搜索了2005年至2020年间在两个数据库（谷歌学术和PubMed）中发表的文献。排除了会议论文集发表的、重复研究的以及非英文语言发表的无全文的文章。使用成功率和受欢迎率对教学技术进行比较，这两个比率是根据学生的考试成绩及其反馈计算得出的，平均最低分数为50%，这被视为基准。
在审查的1093篇文章中，只有95项研究符合纳入标准。大多数研究是在医学专业学生（64.21%）和药学专业学生（28.42%）中进行的。最常见的教学技术属于计算机辅助和基于案例的类型（各占21.05%），其次是多种技术类型（11.58%）。翻转课堂、基于案例、多种方法、模块以及其他创新方法受到了学生的好评，受欢迎率在100至81之间，学生考试成绩的提高进一步证明了它们的效用，成功率在100至88之间。基于计算机的技术和以学生为中心的技术的有效性和受欢迎程度中等（分别为73和71）。尽管基于团队的技术和模拟很受欢迎，但在提高考试成绩方面似乎效果较差（分别为50和33）。
药理学教学所采用的技术需要定期升级。每种教学技术都有其优缺点。需要根据学生的需求来加以利用。
