Abstract

Background: Modern teaching trends in medical education exhibit paradigm shift from conventional classroom teaching to nonconventional teaching aids. Continuous efforts are required to incorporate innovative teaching–learning methods in curriculum to make learning interesting and interactive for students.

Aims and Objective: Determine students’ perception toward an innovative, active teaching–learning method and its effect on learning.

Materials and Methods: An intervention study conducted with second-year MBBS students (n = 77) after approval from institutional ethics committee. Test group (n = 44) was taught cardiovascular pharmacology by innovative way while control group (n = 33) was taught the same topic by conventional way. Knowledge of both groups was assessed by pre and post tests of objective type while perceptions of test group toward the innovative way were documented on Likert scale by semi-structured questionnaire. A pre-activity opinion was taken to know about perceptions toward conventional pharmacology teaching from all the students. Paired and independent t-tests were applied for statistical analysis of data.

Result: There was no statistically significant difference in performance of pre- and posttest scores between the groups (p > 0.05). Students’ perceptions in the pre-activity questionnaire feedback revealed that more than 60% of students found teaching of pharmacology monotonous and not fostering active learning. About 70% students felt the need for active teaching–learning modules that can generate interest in subject. Post-activity feedback revealed that majority of students (about 66%) had enjoyed the new learning process and found it to be more engaging, interesting, and interactive.

Conclusion: Students need to be actively engaged while learning and faculty should explore novel teaching practices that help in maintaining students’ interest.

Key words: Pharmacology; Cardiovascular Cricket; Active Teaching Learning; Antihypertensive Drug