International Journal of Pharmacology and Clinical Sciences, 2016, 5, 4, 109-112.
DOI: 10.5530/ijpcs.5.4.3
Published: December 2016
Type: Original Article
Authors: Akila Lakshmikandhan*, Balaji Ramraj, Jamuna Rani Ravinder
Author(s) affiliations:
Akila Lakshmikandhan1, Balaji Ramraj2, Jamuna Rani Ravinder3
1Associate Professor, Department of Pharmacology, SRM Medical College Hospital and Research Centre, Kattankulathur, Kancheepuram district, Tamilnadu, INDIA.
2Associate Professor, Department of Community medicine, SRM medical college Hospital and Research Centre, Kattankulathur, Kancheepuram, Tamil Nadu, INDIA.
3Professor and Head, Department of Pharmacology, SRM Medical College Hospital and Research Centre, Kattankulathur, Kancheepuram, Tamilnadu, INDIA.
Abstract
Objectives: Our objective was to assess if pre-test accelerates the learning pattern in undergraduate medical students. Materials and Methods: A prospective study was conducted by the Department of Pharmacology at SRM Medical College Hospital and Research Centre, Kancheepuram district, Tamilnadu. A total of 121 IInd year MBBS students were divided into A and B batches with 61 and 60 students respectively. Objective type questions were prepared from the chapter “Haematinics” and were validated which contained extended match questions. B batch students were informed about the theory class topic the next day which would be preceded by a pre-test and a post-test at the end of the lecture. They were even given a copy of the topics from which questions were framed. A batch students were unaware of this plan of having pre and post-tests following the theory class. On the day of the lecture, all the students were given pre-test questions (total no: 20). The answer sheets were collected at the end of the specified time period and evaluated. At the end of the lecture class, a post-test was conducted. Marks were tabulated with a maximum score of 20. Statistical analysis: Paired t-test was used to analyze the data obtained. Mean, Standard deviation, and standard error of the mean were calculated by feeding the data into SPSS software. Results: Both A and B batches performed well in the post-test compared to the pre-test (p<0.001). Girls scored higher than boys in both the pre and post-tests (p<0.001). Discussion and Conclusion: Pretest and post-test evaluation of students is an effective and feasible method of fun learning. The method of assessment using pre and post-test questionnaires should be made mandatory in all medical schools/colleges after every theory class.
Keywords: Haematinics, Medical Education, Pharmacology, Post Test, Pre-Test