The Methodology Of Feedback System In Evaluating The Formative Assessment In Undergraduate Medical Education Second-Year Pharmacology In A Developing Medical College In Himachal Pradesh

Feedback System In Evaluating
Deepak Prashar 1 India , Ghulam Mohammad Loan 2 India , Sanjay Kumar 3 India , Erwin M. Faller 4 India
1 a:1:{s:5:"en_US";s:50:"Shanti Niketan College of Pharmacy, Ratti Mandi HP";}
2 Department of Pharmacy, Shanti Niketan College of Pharmacy, Ratti Mandi (HP)-Indian
3 Department of Economics, Government College Multhan, Kangra (HP)-Indian
4 School of Allied Health Sciences, San Pedro College, Davao City, Philipines
Link Copied!
Published 2024-06-30
Vol. 6 No. 1 (2024) PAGES 1-7
DOI 10.36566/ijhsrd/Vol6.Iss1/162
Views / Downloads 571 489

Background: The aim and objective of the study was to determine the teaching methods and their pros and cons that predominate in students in understanding and scoring in formative and summative assessments. Pharmacology is a course that needs extra care in this direction as this field is ever-changing. It is very difficult for a student to remember the classification of drugs, names, pharmacokinetics

Methods: A prospective study was carried out from April 2020 till February 2022. 120 students of second year session 2019, first CBME batch who appeared after 11 months for the summative assessment, were included and there was one drop out case so only 119 students were included

Results: pharmacodynamics, indications, contraindications, side effects, and adverse drug reactions. The present study focuses on the mental level and the economical aspects of the persons involved in the establishment of the medical college.

The Methodology Of Feedback System In Evaluating The Formative Assessment In Undergraduate Medical Education Second-Year Pharmacology In A Developing Medical College In Himachal Pradesh: Feedback System In Evaluating. (2024). INDONESIAN JOURNAL OF HEALTH SCIENCES RESEARCH AND DEVELOPMENT (IJHSRD), 6(1), 1-7. https://doi.org/10.36566/ijhsrd/Vol6.Iss1/162
Download data is not yet available.
  1. Rehan HS, Banerjee I, Suranagi UD, Goel N. Do Pharmacology faculties welcome the new competency based undergraduate curriculum? A nationwide questionnaire-based study. National Journal of Physiology, Pharmacy and Pharmacology 2020; 10(06): 450-454.
  2. Kaufman DM, Mann KV. Comparing students’ attitudes in problem-based and conventional curriculum. Academic Medicine 1996; 71(10):1096–1099.
  3. Kaufman DM, Mann KV. Comparing achievement on the Medical Council of Canada Qualifying Examination Part I of students in conventional and problem-based learning curricula. Academic Medicine1998; 73(11):1211-1213. doi: 10.1097/00001888-199811000-00022.
  4. Rushton A. Formative assessment: a key to deep learning? Medical Teacher 2005; 27:409-513.
  5. Hattie JA. Identifying The Salient Factors Of A Model Of Student Learning: A Synthesis Of Meta-Analysis. International Journal of Educational Research 1987; 11:187-212.
  6. Sadler DR. Formative assessment: Revising the tertiary. Assess Education 1998; 5:77-84.
  7. James J. A multi‐faceted formative assessment approach: better recognising the learning needs of students. Assessment and Evaluation in Higher Education 2010; 35. 565-576.
  8. Archer J. State Of The Science In Health Professional Education, Effective Feedback. Medical Education 2010; 44:101-108.
  9. Lunn B. Understanding Medical Education: Evidence, Theory and Practice (2nd edn). BJPsych Bulletin 2015; 39(2): 103. doi: 10.1192/pb.bp.114.047795.
  10. https://www.nmc.org.in/information-desk/for-colleges/ug-curriculum/
  11. Subramaniam B, Hande S, Komettil R. Attendance And Achievement In Medicine: Investigating The Impact Of Attendance Policies On Academic Performance Of Medical Students. Annals of Medical and Health Science Research 2013; 3:202-205.
  12. Daud A, Bagria A, Shah K, Puryer J. Should Undergraduate Lectures be Compulsory? The Views of Dental and Medical Students from a UK University. Dentistry Journal (Basel) 2017; 5(2): 15. doi: 10.3390/dj5020015.
  13. Li L, Xv Q, Yan J. COVID-19: The Need For Continuous Medical Education And Training. Lancet Respiratory Medicine 2020; 8(4):e23. doi: 10.1016/S2213-2600(20)30125-9.
  14. Shrivastava SBL, Shrivastava PS, Attendance Norms in Undergraduate Medical Education in India: Issue worth considering. Current Medical Issues 2021; 19(03): 171-174.
  15. Kaufman DM, Mann KV. Student’s attitudes towards basic sciences in BPL and conventional curricula. Medical Education 1997; 31:77-88.
  16. Furlanut M. The teaching of pharmacology in Italian Medical schools: The point of view of Italian doctors. European Journal Clinical Pharmacology 1998; 54: 801-804.

Copyright (c) 2024 INDONESIAN JOURNAL OF HEALTH SCIENCES RESEARCH AND DEVELOPMENT (IJHSRD)

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Copyright Rights & Permissions Guide

Reproducing Published Material from other Publishers

It is absolutely essential that authors obtain permission to reproduce any published material (figures, schemes, tables or any extract of a text) which does not fall into the public domain, or for which they do not hold the copyright. Permission should be requested by the authors from the copyright holder (usually the Publisher, please refer to the imprint of the individual publications to identify the copyright holder).

Permission is required for:

  1. Your own works published by other Publishers and for which you did not retain copyright.
  2. Substantial extracts from anyones’ works or a series of works.
  3. Use of Tables, Graphs, Charts, Schemes and Artworks if they are unaltered or slightly modified.
  4. Photographs for which you do not hold copyright.

Permission is not required for:

  1. Reconstruction of your own table with data already published elsewhere. Please notice that in this case you must cite the source of the data in the form of either “Data from…” or “Adapted from…”.
  2. Reasonably short quotes are considered fair use and therefore do not require permission.
  3. Graphs, Charts, Schemes and Artworks that are completely redrawn by the authors and significantly changed beyond recognition do not require permission.

Obtaining Permission

In order to avoid unnecessary delays in the publication process, you should start obtaining permissions as early as possible. If in any doubt about the copyright, apply for permission. JNH cannot publish material from other publications without permission.

The copyright holder may give you instructions on the form of acknowledgement to be followed; otherwise follow the style: “Reproduced with permission from [author], [book/journal title]; published by [publisher], [year].’ at the end of the caption of the Table, Figure or Scheme.

Every mansucript should be accompanied by "Copyright Transfer Agreement" prior to the article publication

Dimension Badge

Downloads

Downloads
Crossmark Badge
Crossmark Badge
Section
Articles
Keywords
Feedback system Assessment education

Similar Articles

51-60 of 70

You may also start an advanced similarity search for this article.