Postgraduate Students As Facilitators In Problem-Stimulated Learning Sessions 726-730
Dr. Ravi Shankar, Department of Clinical Pharmacology & Therapeutics, KIST Medical College. P. O. Box 14142, Imado, Lalitpur, Nepal. Tel.:00977-1-6916201; Fax: 00977-1-5201496, E-mail: firstname.lastname@example.org
Problem-based or problem-stimulated pharmacotherapy teaching in undergraduate medical curricula has been identified as a key intervention towards promoting the more rational use of medicines. The department of Pharmacology at the Manipal College of Medical Sciences (MCOMS), Pokhara, Nepal, emphasizes the more rational use of medicines. The department also admits students to the MSc (Medical Pharmacology) programme. The post graduates (PGs) act as facilitators during the undergraduate problem-stimulated learning (PSL) sessions. Recently, microteaching PSL sessions were conducted and the PGs were assessed by the student groups and faculty members.
A total of five sessions were conducted and assessed, each session being of two and half hours duration. The PG facilitators were assessed by the student groups and faculty members by using a scoring form. The PGs were scored from 1 to 5 on various parameters, and faculty members gave a written assessment of the strengths and weaknesses of the facilitators. The PGs also filled in a self-assessment form after each session.
The median total score was 34.5, and the interquartile range was 5. The maximum possible score was 40. The student group gave a higher score to the PG facilitators compared to the faculty members, and the scores were highest for the third session. Initially, the facilitators acted more like teachers in a traditional setting. Occasional problems with discipline were noted. Making the sessions more interactive, facilitating self-directed learning, and toning down the traditional role of a teacher, were problems.
The overall opinion was positive. We plan to continue and strengthen the sessions for future generations of PGs.