STUDENTS’ ATTITUDE TOWARDS DIFFERENT EVALUATION METHODS IN PHARMACOLOGY

Literature review suggests the importance and the need of students’ feedback which may be used to effectively reform evaluation methods in medical sciences. The present study has been conducted to obtain student’s attitude (perception of) towards different evaluation methods of pharmacology. The sample consisted of second phase M.B.B.S (n=108) students. Students answered 115 items/questions designed according to Likert’s five point (in agreement with items) scale. These items/questions assessed student’s attitude (perception of) towards different constituents of evaluation methods of pharmacology like sessional exams, traditional practical exams, objective structured practical exam (OSPE), MCQs, long essays, viva voce, pharmacy practical exercise, experimental pharmacology exercise etc in relation with various aspects of pharmacology subject like understanding, retention, learning clinical applications, mechanism of action of drugs, pharmacological actions, therapeutic uses, prescribing drugs etc. Results of the present study indicated the degree to which each evaluation method like sessional/preliminary theory exams, traditional practical exams and OSPE helps to elicit different constituents of pharmacology subject (ex: mechanism of action of drugs, therapeutic uses etc) and the reason for the same is discussed. Similarly usefulness of different constituents of theory exams (MCQs, long essay etc) and practical exams (spotters, pharmacy exercises etc) towards eliciting the understanding pharmacology is revealed. Present study indicated the merits and demerits of different evaluation methods used in pharmacology. If any reformations/changes have to be incorporated in the evaluation methods, outcomes of this study will definitely help towards improving/modifying the evaluation methods of teaching and learning of pharmacology subject.