Effectiveness of case-based learning, task-based learning, and didactic lectures on teaching personal drug concept among medical undergraduates

Dhanya Sasidharan Palappallil; Hari K N Sankar; Aparna Retnayyan; Sajithkumar Radhakrishnan

doi:10.5455/njppp.2019.9.0308619032019

2024, Vol: 14, Issue: 4

14 / 4Current Issue Online First Archive Aims and Scope Abstracting & Indexing Most Accessed Articles Most Downloaded Articles Most Cited Articles

Required files to be uploaded

Authorship Declaration

« Previous Article

Original Research

Online Publishing Date:
29 / 03 / 2019

Natl J Physiol Pharm Pharmacol. 2019; 9(5): 438-444

doi: 10.5455/njppp.2019.9.0308619032019

Effectiveness of case-based learning, task-based learning, and didactic lectures on teaching personal drug concept among medical undergraduates

Dhanya Sasidharan Palappallil, Hari K N Sankar, Aparna Retnayyan, Sajithkumar Radhakrishnan.

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 KruskalWallis 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

	ARTICLE TOOLS
	Abstract
	PDF Fulltext
	How to cite this article
	Citation Tools
	Related Records
	Articles by Dhanya Sasidharan Palappallil Articles by Hari K N Sankar Articles by Aparna Retnayyan Articles by Sajithkumar Radhakrishnan
	on Google
	on Google Scholar

How to Cite this Article

Pubmed Style

Palappallil DS, Sankar HKN, Retnayyan A, Radhakrishnan S. Effectiveness of case-based learning, task-based learning, and didactic lectures on teaching personal drug concept among medical undergraduates. Natl J Physiol Pharm Pharmacol. 2019; 9(5): 438-444. doi:10.5455/njppp.2019.9.0308619032019

Web Style

Palappallil DS, Sankar HKN, Retnayyan A, Radhakrishnan S. Effectiveness of case-based learning, task-based learning, and didactic lectures on teaching personal drug concept among medical undergraduates. https://www.njppp.com/?mno=37011 [Access: March 15, 2024]. doi:10.5455/njppp.2019.9.0308619032019

AMA (American Medical Association) Style

Palappallil DS, Sankar HKN, Retnayyan A, Radhakrishnan S. Effectiveness of case-based learning, task-based learning, and didactic lectures on teaching personal drug concept among medical undergraduates. Natl J Physiol Pharm Pharmacol. 2019; 9(5): 438-444. doi:10.5455/njppp.2019.9.0308619032019

Vancouver/ICMJE Style

Palappallil DS, Sankar HKN, Retnayyan A, Radhakrishnan S. Effectiveness of case-based learning, task-based learning, and didactic lectures on teaching personal drug concept among medical undergraduates. Natl J Physiol Pharm Pharmacol. (2019), [cited March 15, 2024]; 9(5): 438-444. doi:10.5455/njppp.2019.9.0308619032019

Harvard Style

Palappallil, D. S., Sankar, . H. K. N., Retnayyan, . A. & Radhakrishnan, . S. (2019) Effectiveness of case-based learning, task-based learning, and didactic lectures on teaching personal drug concept among medical undergraduates. Natl J Physiol Pharm Pharmacol, 9 (5), 438-444. doi:10.5455/njppp.2019.9.0308619032019

Turabian Style

Palappallil, Dhanya Sasidharan, Hari K N Sankar, Aparna Retnayyan, and Sajithkumar Radhakrishnan. 2019. Effectiveness of case-based learning, task-based learning, and didactic lectures on teaching personal drug concept among medical undergraduates. National Journal of Physiology, Pharmacy and Pharmacology, 9 (5), 438-444. doi:10.5455/njppp.2019.9.0308619032019

Chicago Style

Palappallil, Dhanya Sasidharan, Hari K N Sankar, Aparna Retnayyan, and Sajithkumar Radhakrishnan. "Effectiveness of case-based learning, task-based learning, and didactic lectures on teaching personal drug concept among medical undergraduates." National Journal of Physiology, Pharmacy and Pharmacology 9 (2019), 438-444. doi:10.5455/njppp.2019.9.0308619032019

MLA (The Modern Language Association) Style

Palappallil, Dhanya Sasidharan, Hari K N Sankar, Aparna Retnayyan, and Sajithkumar Radhakrishnan. "Effectiveness of case-based learning, task-based learning, and didactic lectures on teaching personal drug concept among medical undergraduates." National Journal of Physiology, Pharmacy and Pharmacology 9.5 (2019), 438-444. Print. doi:10.5455/njppp.2019.9.0308619032019

APA (American Psychological Association) Style

Palappallil, D. S., Sankar, . H. K. N., Retnayyan, . A. & Radhakrishnan, . S. (2019) Effectiveness of case-based learning, task-based learning, and didactic lectures on teaching personal drug concept among medical undergraduates. National Journal of Physiology, Pharmacy and Pharmacology, 9 (5), 438-444. doi:10.5455/njppp.2019.9.0308619032019

Author Login Reviewer Login About Publisher Editorial Policies Editorial Review Policy Peer Review Policy Editorial & Peer Review Process Publication Ethics and Publication Malpractice Statement Conflict of Interest Policy Plagiarism Policy Protection of Research Participants (Statement On Human And Animal Rights)Corrections, Retractions & Expressions of Concern Self-Archiving Policies Statement of Informed Consent Advertising Policy Terms of Use License Information Copyright Information

About National Journal of Physiology, Pharmacy and Pharmacology

Contact Information

How to cite this article


About National Journal of Physiology, Pharmacy and Pharmacology National Journal of Physiology, Pharmacy and Pharmacology is a monthly peer reviewed journal. The journal is having open access polic ... Read more. For best results, please use Internet Explorer or Google Chrome.	Contact Information Publisher publishernjppp@gmail.com Editorial query editornjppp1@gmail.com MOB - 8780040272