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Year : 1998  |  Volume : 30  |  Issue : 2  |  Page : 97-101

Patient Oriented Problem Solving (POPS) approach and audiovisual aided (AVA) lectures in teaching pharmacology - a comparative study



Correspondence Address:
Ernest Kalpana


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Source of Support: None, Conflict of Interest: None


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Objectives: To evaluate the usefulness of Patient Oriented Problem Solving (POPS) method of teaching pharmacology and to compare its effect with teaching using audiovisual aids. Methods: The POPS session was evaluated using a pre-test and post-test. The pre-test gave an idea of the students' stored knowledge, whereas the post-test assessed memory retention and analytical skill. After a series of Audiovisual Aided (AVA) lectures, a multiple choice questions (MCQs) test to evaluate memory retention and a problem solving questions (PSQs) test on common clinical conditions to evaluate analytical skill were conducted. Results: In the POPS method, there was a significant improvement in the post-test scores over the pre-test scores showing that even without lectures, problem solving ability developed in students. On comparing the MCQs test scores with the POPS post-test scores, more students had scored higher in the MCQs test showing that memory retention was better after AVA lectures. On comparing the MCQs test scores with PSQs test scores, more students had scored higher in the MCQs test showing that after AVA lectures, memory retention was better than analytical skill. The scores obtained in the PSQs test and POPS post-test were also compared. There was no statistically significant difference between them showing that analytical skill developed in students by both methods of teaching. Conclusion: Teaching through AVA lectures positively influences both memory retention and analytical skill. POPS methods motivates self learning and develops analytical skill. The educative value of these two systems of teaching is complementary.






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