Abstract

Background: P (personal) drug selection is an important competency. The knowledge of how and why a drug is selected for a condition is a gap which can lead to incompetence.

Aims and Objectives: This study was conducted to compare the effectiveness of teaching P-drug concept using case-based learning (CBL), task-based learning (TBL), and didactic lectures (DL) among 4th semester medical undergraduates.

Materials and Methods: This was a quasi-experimental study conducted in the Department of Pharmacology, Government Medical College, Kottayam, for 2 months. After obtaining ethical clearance and informed consent, the participants (n = 145) were divided into three groups – TBL, CBL, and DL and each received 6 sessions on P-drug concept at the end of which a feedback was collected and an examination was conducted. The data were analyzed with SPSS 16 using ANOVA and Kruskal–Wallis test.

Results: The participants of CBL compared to TBL and DL (P < 0.001) agreed that the sessions were interesting, beneficial, and would be a welcome change in curriculum and they would prepare a P list for future use. The TBL participants compared to CBL and DL agreed (P < 0.01) that these sessions imparted skills to select P-drug, gave an idea of the cost of different drugs and different sources of information, and promoted interaction with facilitators. The TBL and DL participants had a greater mean score in post-session assessment compared to those of CBL (P < 0.001).

Conclusion: TBL and CBL are innovative methods, well accepted by the participants. A combination of DL, TBL, and CBL will reduce misconception and confusion, curbing future irrational prescriptions.

Key words: P-drug Concept; Task-based Learning; Case-based Learning; Didactic Lectures