| RESEARCH ARTICLE |
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| Year : 2016 | Volume
: 48
| Issue : 7 | Page : 19-24 |
Opinion of stakeholders on existing curriculum for postgraduate (MD) course in Pharmacology: A survey
Dinesh K Badyal1, Sujit R Daniel2
1 Department of Pharmacology, Christian Medical College and Hospital, Ludhiana, Punjab, India
2 Department of Pharmacology, Dr. SM CSI Medical College and Hospital, Thiruvananthapuram, Kerala, India
Correspondence Address:
Dinesh K Badyal
Department of Pharmacology, Christian Medical College and Hospital, Ludhiana, Punjab
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/0253-7613.193316
Objectives: To survey the opinion about various curricular components of Doctor of Medicine (MD) pharmacology curriculum in India by stakeholders, including faculty and students.
Materials and Methods: An online survey was done to evaluate the various curricular components of MD pharmacology curriculum being used in India. A total of 393 respondents including faculty, MD students, and other stakeholders completed the survey. The survey was developed using SurveyMonkey platform and link to survey was E-mailed to stakeholders. The results were expressed as percentages.
Results: There was a balanced representation of respondents from various designations, teaching experience, regions, and age groups. Most of the respondents (83%) were aware of the MD pharmacology curriculum. However, they reported that it is more inclined to knowledge domain. About half of respondents (53%) said that animal experiments are being used. The most common teaching methods mentioned are seminars (98.5%), journal clubs (95%), and practical exercises by postgraduates (73%), but there is less use of newer methods (25%) in theory and less of clinical pharmacology exercise (39%) in practical classes. The log books are maintained but not assessed regularly. Internal assessment is sparingly used.
Conclusion: The MD pharmacology curriculum needs to be made uniform at the national level and updated to include the newer methods in teaching-learning and assessment. There should be sharing of newer methods at a common platform implemented at the national level.
Key message:
Emerging trends in pharmacology and therapeutics and the changing career avenues for pharmacologists brings forth a need for uniformity in curricular components of M.D. (Pharmacology) course in India. The uniformity in the curriculum is currently lacking and needs to be revamped to suit the contemporary needs.
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