Journal of Educational Evaluation for Health Professions

Software report

Integration of computer-simulated practical exercises into undergraduate medical pharmacology education at Mulungushi University, Zambia: Christian Chinyere Ezeala; J Educ Eval Health Prof. 2020;17:8. Published online February 24, 2020; DOI: https://doi.org/10.3352/jeehp.2020.17.8

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Purpose
This study was conducted to determine whether a computer simulation of practical exercises in undergraduate medical pharmacology led to the realization of the intended learning outcomes.
Methods
The study was a descriptive analysis of laboratory classes carried out using computer simulation programs. Five programs were used to teach practical pharmacology to undergraduate medical students at the Mulungushi University School of Medicine and Health Sciences. The study period was January 2018 to December 2019. The computer programs included a pharmacokinetics simulator (CyberPatient), organ bath simulator (OBSim), AutonomiCAL for simulating autonomic pharmacology, and Virtual Cat and Virtual Rat (RatCVS) for simulating cardiovascular pharmacology. Students utilized these programs during their pharmacology laboratory classes, wrote reports, and answered relevant clinical questions.
Results
The 5 programs provided easy and precise platforms for students to explore concepts and demonstrate knowledge of pharmacokinetics, pharmacodynamics, autonomic and cardiovascular pharmacology, and their clinical applications.
Conclusion
The programs were effective learning tools. Students’ learning was easily assessed based on their laboratory reports. Although the computer programs met medical students’ learning needs, wet laboratory exercises are also needed to meet the needs of students who require practical laboratory skills.

Citations

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Research Article

Learning gain of pharmacy students after introducing guided inquiry learning with computer simulation in a pharmacology class in Fiji: Christian C Ezeala, Arnold A Ram, Napolioni Vulakouvaki; J Educ Eval Health Prof. 2013;10:9. Published online December 23, 2012; DOI: https://doi.org/10.3352/jeehp.2013.10.9

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Integration of computer-simulated practical exercises into undergraduate medical pharmacology education at Mulungushi University, Zambia
Christian Chinyere Ezeala
Journal of Educational Evaluation for Health Professions.2020; 17: 8. CrossRef
Simulation as a Tool to Illustrate Clinical Pharmacology Concepts to Healthcare Program Learners
Liza Barbarello Andrews, Les Barta
Current Pharmacology Reports.2020; 6(4): 182. CrossRef
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Original Article

Feedback on and knowledge, attitude, and skills at the end of pharmacology practical sessions: P. Ravi Shankar, Nisha Jha, Omi Bajracharya, Sukh B Gurung, Kundan K. Singh; J Educ Eval Health Prof. 2011;8:12. Published online November 30, 2011; DOI: https://doi.org/10.3352/jeehp.2011.8.12

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Abstract PDF

Concern has been raised about inadequate pharmacology teaching in medical schools and the high incidence of prescribing errors by doctors in training. Modifications in pharmacology teaching have been carried out in many countries. The present study was carried out using a semi-structured questionnaire to obtain students??perceptions of their knowledge, attitudes, and skills with regard to different subject areas related to rational prescribing at the end of two-year activity-based pharmacology practical learning sessions in a private medical school in Nepal. The effectiveness of the sessions and strengths and suggestions to further improve the sessions were also obtained. The median total knowledge, attitude, skills and overall scores were calculated and compared among different subgroups of respondents. The median effectiveness score was also calculated. Eighty of the 100 students participated; 37 were male and 43 female. The median knowledge, attitude, and skills scores were 24, 39, and 23, respectively (maximum scores being 27, 45, and 36). The median total score was 86 (maximum score being 108). The effectiveness score for most subject areas was 3 (maximum 4). The strengths were the activity-based nature of the session, use of videos and role-plays, and repeated practice. Students wanted more sessions and practice in certain areas. They also wanted more resources and an internet connection in the practical room. The skills scores were relatively low. The immediate impact of the sessions was positive. Studies may be needed to assess the long term impact. Similar programs should be considered in other medical schools in Nepal and other developing countries.

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