Education for Health

BRIEF COMMUNICATION
Year
: 2015  |  Volume : 28  |  Issue : 1  |  Page : 83--86

Let«SQ»s «SQ»play«SQ» with molecular pharmacology


Supriyo Choudhury1, Richeek Pradhan2, Gairik Sengupta1, Manisha Das1, Manojit Chatterjee1, Ranendra Kumar Roy1, Suparna Chatterjee2 
1 Department of Pharmacology, College of Medicine and Sagore Dutta Hospital, Kolkata, West Bengal, India
2 Department of Pharmacology, Institute of Post Graduate Medical Education and Research, Kolkata, West Bengal, India

Correspondence Address:
Suparna Chatterjee
Department of Pharmacology, 244 A.J.C Bose Road, Kolkata - 700 020, West Bengal
India

Background: Understanding concepts of molecular mechanisms of drug action involves sequential visualization of physiological processes and drug effects, a task that can be difficult at an undergraduate level. Role-play is a teaching-learning methodology whereby active participation of students as well as clear visualization of the phenomenon is used to convey complex physiological concepts. However, its use in teaching drug action, a process that demands understanding of a second level of complexity over the physiological process, has not been investigated. We hypothesized that role-play can be an effective and well accepted method for teaching molecular pharmacology. Methods: In an observational study, students were guided to perform a role-play on a selected topic involving drug activity. Students«SQ» gain in knowledge was assessed comparing validated pre- and post-test questionnaires as well as class average normalized gain. The acceptance of role-play among undergraduate medical students was evaluated by Likert scale analysis and thematic analysis of their open-ended written responses. Results: Significant improvement in knowledge (P < 0.001) was noted in the pre- to post-test knowledge scores, while a high gain in class average normalized score was evident. In Likert scale analysis, most students (93%) expressed that role-play was an acceptable way of teaching. In a thematic analysis, themes of both strengths and weaknesses of the session emerged. Discussion: Role-play can be effectively utilized while teaching selected topics of molecular pharmacology in undergraduate medical curricula.


How to cite this article:
Choudhury S, Pradhan R, Sengupta G, Das M, Chatterjee M, Roy RK, Chatterjee S. Let's 'play' with molecular pharmacology.Educ Health 2015;28:83-86


How to cite this URL:
Choudhury S, Pradhan R, Sengupta G, Das M, Chatterjee M, Roy RK, Chatterjee S. Let's 'play' with molecular pharmacology. Educ Health [serial online] 2015 [cited 2020 May 30 ];28:83-86
Available from: http://www.educationforhealth.net/article.asp?issn=1357-6283;year=2015;volume=28;issue=1;spage=83;epage=86;aulast=Choudhury;type=0