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Pharmacology Quiz as an Effective Tool to Induce a Paradigm Shift and Motivate Students to Study
Author(s) -
Afsar Nasir Ali,
Abbas Muslim,
Peracha Muhammad Yahya,
Marfani Muhammad Ali,
Sadiq Muhammad Ali,
Rizwan Rabeea
Publication year - 2020
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2020.34.s1.04457
Subject(s) - test (biology) , formative assessment , contest , medicine , curriculum , medical education , population , psychology , panacea (medicine) , matriculation , mathematics education , alternative medicine , pedagogy , paleontology , environmental health , political science , law , biology , pathology
BACKGROUND Pharmacology is widely regarded as volatile, discouraging the students to engage in learning the subject. As a result, students adopt a strategist approach by studying the subject near an examination and bunking classes and optional formative assessments. This leads to poor exam performance in pharmacology leading to the discipline earning a reputation of being difficult and boring. We designed this study to incorporate a pharmacology quiz in our curriculum and explore whether it motivates learning. MATERIAL AND METHODS The targeted population (n=353) of this non‐randomized educational intervention trial comprised of BDS year 2 (n=48), as well as MBBS years 2, 3 and 4 students (n=106, 105, 94 respectively). The study comprised of a baseline pre‐quiz (PreQ) pharmacology test, a quiz qualification (QQ) test and a follow‐up post‐quiz (PostQ) test. A knock‐out quiz contest was held between student groups included based on QQ test scores. Subjective feedback was obtained with PreQ and PostQ tests. RESULTS 233 students (67.4% females) participated in PreQ, 194 students (68.4% females) participated in PostQ, whereas 97 appeared in the QQ test. As compared to PreQ an increase was reported in independent (self) study (66.8% to 74.5%) and textbooks use (30% to 46.6%). Figure‐ 1 shows the test scores. A total of 163 students (46.2%, females 113, males 50) were included in the study (n= BDS‐2 34, MBBS‐2 62, MBBS‐3 32, MBBS‐4 35). A total of 46 students had all three test scores available (3‐data points), while 117 students had PreQ and either of QQ or PostQ test scores available (2‐data points). The mean±SD scores did not differ significantly between various tests. The PreQ to PostQ perception of pharmacology changed positively from “Difficult” (42.9% vs. 29.9%) to “Interesting” (37.2% vs. 54.1%). The common underlying reasons for perception are given in Table‐ 11. A total of 194 students gave PostQ feedback, where 136 (70.4%) reported that quiz contest motivated them to study, 84 students had participated in the quiz activity, where 56 had attempted the QQ test and remaining were only audience. Preparation of examination remained their major reason to participate (26.6%) followed by honor/prize (22.8%). The open‐ended comments (Table‐2) were grouped together according to recurring themes. Of note is the decline in their complaint about teaching and a high demand to conduct more quizzes. CONCLUSIONS The quiz activity induces a positive change in students’ perception about pharmacology, and stimulates them to study. Although the short‐term impact on gain of knowledge may not reflect in terms of test scores, students showed enthusiasm to participate, in order to prepare for examinations and achieve honor.Boxplots showing student test scores in Pre‐Quiz, Quiz Qualification and Post‐quiz tests. Graphs 1, 2 and 3 belong to students (n=46) with 3 data points respectively. Graphs 4 and 5 belong to students (n=117) with 2‐data points (PreQ vs QQ or PostQ).1a: Common reasons underlying perception of pharmacology as a subjectCommon reasons about the perception Pre Quiz (n=208) Post Quiz (n=167)Hard to memorize/learn/revise 36.1 25.7Extensive syllabus/too many drugs 10.1 9.0Professionally relevant and useful 12.5 23.4Interesting drug actions/concepts 5.8 8.4It interests me 11.5 10.2Useful lectures/good faculty 7.7 10.2 % responses83.786.81b: Students’ comments grouped according to most recurrent themesMost frequent comments (themes)Pre‐Quiz (n=81)Post‐Quiz (n=39)Department is hard working, appreciated. 11.1 10.3Lecture notes/tables/scenaio based MCQs needed 9.9 ‐More small group/interactive/revision sessions needed 12.3 12.8Reduce content/We need more time 11.1 5.1Supplement lectures with videos/web/media 8.6 ‐Teaching/some teachers need improvement 43.2 15.4Good work/more quizes ‐ 35.9Make pharmacology easy/more interesting ‐ 5.1Monetary prize, separate trophies for each contestant ‐ 5.1I love pharmacology/pharmacology has become interesting ‐ 7.796.397.4