Assessment Of Pharmacology Teaching Nursing Essay

Assessment Of Pharmacology Teaching Nursing Essay Students feedback is an indicator of the success of any teaching methodology followed in a department. AIM/OBJECTIVE: To identify strengths and weaknesses in the current teaching-learning and evaluation methodology in pharmacology using feedback from second MBBS students in Meenakshi Medical College and Research Institute. MATERIALS AND METHODS: Questionnaire was designed and finalised after a departmental discussion in concurrence with Medical Education Unit. The study subjects were 115 (2011batch) second-year medical students. They were requested to fill the questionnaire. A 10-item multiple choice questionnaires were used to explore the students opinion on teaching. The questionnaires were analyzed. RESULTS: 115 II M.B.B.S students participated and descriptive statistics was used for analysis of data. The analysis revealed 82.82%, 72.17% and 93.64% students interest towards writing classification of drugs, weekly test and viva-voce respectively. CONCLUSION: The present study has h elped us to elicit the student preference regarding pharmacology teaching and its outcome would be helpful in modifying undergraduate pharmacology teaching pattern. KEY WORDS: Medical education, Pharmacology Assessment, Medical school learners. INTRODUCTION: The primary aim of teaching pharmacology to medical students is to train them on rational and scientific basis of therapeutics. Pharmacology teaching is facing a major challenge in the medical science due to constant reformation. Generally, there is a opinion that teaching pharmacology in medical schools has failed to keep in pace with the rapid changes in medical practice. Attempts have been made all over India to make teaching of pharmacology more interesting and relevant (Gitanjali.B.et.al. 2006). To make pharmacology teaching more innovative and interacting learning experience, efforts have been made by formulating new educational strategies to meet the educational objectives. Educational objectives can be evaluated by assessment procedures and timely feedback to achieve the learning goal. In Meenakshi Medical College and Research Institute, Pharmacology teaching comprises mostly of a series of didactic lectures using power point presentations covering general, systemic pharmacology and practical pharmacology which includes animal experiments and clinical pharmacology sessions spread over the academic year. To evaluate the students progress we conduct monthly internal assessment tests consisting of multiple choice questions, essay questions, short notes and ultra short notes for 3 hr time duration including model practical exams conducted twice in a year. Regular viva voce exams follow the monthly internal assessment test to develop their communication and interaction skills. Apart from this regular schedule of assessment, we also introduced a method of assignment on classification of drugs after each system. To reinforce the learning process, we implemented weekly test on the first hour of every week based on the lectures delivered over the previous week. The test was conducted for one hour which covered various portions of the chapter in detail testing the levels of knowledge. After completing the above schedule meticulously, at the end of the year to understand the beneficiaries opinion we planned to collect the students feedback. Currently the students feedback represents the primary means used by different programs to assess their methodology (Richardson B.K.2004). Feedback helps in correcting mistakes, reinforcing good performances and incorporating students view in teaching methodology. It is accepted that reviewing the teaching and evaluation methods by feedback from students and modifying of methodologies accordingly is very important for the undergraduate medical teaching. (Ruth N 2000, Victoroff KZ 2006) Thus the present study is an effort to obtain and analyze critical appraisal on, The student attitude toward teaching and learning pharmacology in Meenakshi Medical College and Research Institute, Enathur, Kanchipuram. Assessment of pharmacology teaching using student feedback. Methods to improve the teaching of pharmacology. Materials and Methods: A questionnaire was designed to obtain feedback and finalized after a departmental discussion with concurrence of Medical Education Unit. The study subjects were 115-second year MBBS students of 2011 batch studying in Meenakshi Medical College and Research Institute, Enathur, Kanchipuram. All the students enrolled in the study were requested to fill up the questionnaire. The study was conducted at the end of their academic year in Department of Pharmacology. A ten-item multiple choice questionnaires and an open ended question for suggestion were provided to explore the students opinion on teaching and learning methods imparted. The questionnaire was analyzed by two observers. The questionnaire was designed in such a way to assess the knowledge, their attitude and skills developed during their one and half year course in pharmacology. Both the theoretical and practical pharmacology practiced by different methods during their study period were evaluated from the feedback form. Statistics: Descriptive statistics was used for analysis of data. Frequency was shown as percentage. Results: One hundred and fifteen students of II MBBS participated and responded in the questionnaire study. Based on the pattern of studying pharmacology,48.69% studied pharmacology once or twice a week on regular basis and 34.78% opted studying only for monthly tests and viva voce exams which reflects on their regular preparation for monthly internal assessment test(TABLE-1).54.75% of students preferred lecture notes and text books as the source of studying pharmacology. TABLE -1 Majority (87.82%) of students approved writing and maintaining classification of drugs. 53.91% have opined that the assignments had improved in better understanding about the different classes of drugs.43.47% of them have reported its usefulness to memorize and reproduce in the test and also to apply in their clinical postings. Among the assessment methods, 54.78% of students favored monthly internal assessment test for their significant improvement in their academic performance. In the weekly test conducted, 72.17% of students found weekly lectures correlating with weekly tests, 51.30% of students mentioned that the true or false part of the weekly tests created interest (TABLE-2). TABLE-2 Majority (66.95%) of students preferred regular tests in clinical pharmacology sessions when compared to the experimental pharmacology. Most (93.64%) of the students have mentioned regular viva-voce exams following monthly internal assessment test had improved their communication skills. Among the teaching learning methods practiced, 52.17% of students preferred theory lectures followed by clinical pharmacology sessions 46.95% and group discussions 45.21%(TABLE-3). TABLE-3 Discussion: Feedback is defined as a response within a system that influences continuous activity or productivity of that system. In the present study on educational context, it would mean a response from the learner about the teaching learning process. Feedback is essential to find out the effectiveness of the process, the need to change it, as well as, to evolve strategy for its improvement. From the feedback evaluation obtained, it is observed that students like to study pharmacology by regular test / viva and interactive classes so by these way students understand the subject properly (Nilesh Chavda 2011 et.al). This is very much correlating in the present study feedback results. It was found that students preferred writing and maintaining classification of drugs throughout their academic year, which were corrected periodically by the faculty, who played the role of mentor for the given group of students to cultivate and sustain the habit. Writing classification of drugs by medical school learners has helped them to understand the different classes of drugs and also to systematically memorize and reproduce in the written test as well as the knowledge application in clinical rotations (TABLE-4). TABLE-4 Students opined that monthly internal assessment test was mostly useful than the weekly written test for their academic performance in theory exams, the reason for the following may be monthly internal assessment pattern is similar to that of university examination. The weekly written test has definitely kept the students in pace with the portions being completed every week. By answering the weekly test their preparation, facing and performing monthly internal assessment had become extremely comfortable and confident . The weekly test had various parts, students considered true or false part of the weekly test has created interested in them, the fact to get such a feedback may be the chances of getting the wrong answer is only 50%. Also they have mentioned that, Match the following with extended responses have stimulated their thought process to find the correct response. The feedback also emphasized the students interest towards more interactive sessions on Clinical pharmacology exe rcises and felt it should be given regular emphasis than the animal experiments. According to Gibbs G et al, 1987 active review during the lecture, involving students in structured discussions, using questionnaires and asking them to summarize are the three most important things to be followed and practiced for a effective teaching-learning process. To conclude though the teaching learning method implemented in the present study required a lot of strenuous hard work from the faculty particularly preparing questions, organizing test and more importantly correcting all the papers in a week period, it has created an interest in learning pharmacology among students. The feedback from learners has clearly exhibited their likeliness for the variety or different methodological approach instead of regular didactic lectures offered by the department of Pharmacology. Acknowledgements: We sincerely thank our II M.B.B.S Students of Meenakshi Medical College Research Institute (GRIFFINZ) for the participation

Internet Addiction and Attention Deficit/Hyperactivity Disorder Essay

The world as we know it has begun to turn into one of modern technology and reliance on modern technology. The coming generations will grow up with even more technology surrounding them in addition to mp3s, cell phones, computers, convenience machines, and the internet. The internet is always expanding and encompassing more as time passes on. From its’ development to today, the internet is used for more than information gathering, such as playing video games, games, socializing via chatting, Skype, social networking sites, watching movies, and more. With so much to do on the internet, it can become time consuming and even become addictive to some, leading to excessive overuse or addiction. Internet addiction behaviors include â€Å"us[ing] the internet for extended periods, isolating themselves from other forms of social contact, and focus almost entirely on the internet rather than broader life events† (Weinstein 2010, p. 277). Therefore, moderating your intern et use time and early treatment of excessive internet use or internet addiction would reduce the risks of further consequences such as attention deficit/hyperactivity disorder (ADHD). Internet addiction is a term I had only heard of recently and the association between this topic and ADHD is even more new to me. We rely on the internet to communicate and keep track of everything happening around the world, with friends and family, work, etc. In the beginning, the internet was used for information gathering, storing, and passing on and used by the government and military with limited access and/or use by civilians. However, the internet is more easily accessible these days and we have become highly dependent on it to get through the day. With the amount of activities we... ...37-943. Marks, I. (1990). Behavioural (non-chemical) addictions. British Journal of Addictions 85, 1389-1394. McGough, J. J., & Barkley, R. A. (2004). Diagnostic controversies in Adult attention deficit hyperactivity disorder. Am J Psychiatry, 161(11), 1948-1956. Weinstein, A., Lejoyeux, M. (2010). Internet addiction or excessive internet use. The American Journal of Drug and Alcohol Abuse, 36, 277-283. Yen, J., Yen, C., Chen, C., Tang, T., & Ko, C. (2009). The association between adult adhd symptoms and internet addiction among college students: The gender difference. CyberPsychology & Behavior, 12(2), 187-191. Yoo, H. J., Cho, S. C., Ha, J., Yune, S. K., Kim, S. J., Hwang, J., Chung, A., Sung, H. S., Lyoo, I. K. (2004). Attention deficit hyperactivity symptoms and internet addiction. Psychiatry and Clinical Neurosciences, 58, 487-494. Internet Addiction and Attention Deficit/Hyperactivity Disorder Essay The world as we know it has begun to turn into one of modern technology and reliance on modern technology. The coming generations will grow up with even more technology surrounding them in addition to mp3s, cell phones, computers, convenience machines, and the internet. The internet is always expanding and encompassing more as time passes on. From its’ development to today, the internet is used for more than information gathering, such as playing video games, games, socializing via chatting, Skype, social networking sites, watching movies, and more. With so much to do on the internet, it can become time consuming and even become addictive to some, leading to excessive overuse or addiction. Internet addiction behaviors include â€Å"us[ing] the internet for extended periods, isolating themselves from other forms of social contact, and focus almost entirely on the internet rather than broader life events† (Weinstein 2010, p. 277). Therefore, moderating your intern et use time and early treatment of excessive internet use or internet addiction would reduce the risks of further consequences such as attention deficit/hyperactivity disorder (ADHD). Internet addiction is a term I had only heard of recently and the association between this topic and ADHD is even more new to me. We rely on the internet to communicate and keep track of everything happening around the world, with friends and family, work, etc. In the beginning, the internet was used for information gathering, storing, and passing on and used by the government and military with limited access and/or use by civilians. However, the internet is more easily accessible these days and we have become highly dependent on it to get through the day. With the amount of activities we... ...37-943. Marks, I. (1990). Behavioural (non-chemical) addictions. British Journal of Addictions 85, 1389-1394. McGough, J. J., & Barkley, R. A. (2004). Diagnostic controversies in Adult attention deficit hyperactivity disorder. Am J Psychiatry, 161(11), 1948-1956. Weinstein, A., Lejoyeux, M. (2010). Internet addiction or excessive internet use. The American Journal of Drug and Alcohol Abuse, 36, 277-283. Yen, J., Yen, C., Chen, C., Tang, T., & Ko, C. (2009). The association between adult adhd symptoms and internet addiction among college students: The gender difference. CyberPsychology & Behavior, 12(2), 187-191. Yoo, H. J., Cho, S. C., Ha, J., Yune, S. K., Kim, S. J., Hwang, J., Chung, A., Sung, H. S., Lyoo, I. K. (2004). Attention deficit hyperactivity symptoms and internet addiction. Psychiatry and Clinical Neurosciences, 58, 487-494.

The Ptolemaic, Seleucid, and Antigonid kingdoms

Alexander, son of king Philip II and Olympias was born in 356 B. C. E, and at age 19, became king of Macedon. With a great army at his disposal and his brilliant military mind, he started his conquest. From 337-323 B. C. E Alexander conquered Greece, Egypt, Mesopotamia, and a large part of Asia. Alexander ruled from Macedonia to the northern part of India. He defeated the Persians numerous times with his incredible military strategies, even when his armies were outnumbered by almost 200,000 Persian soldiers.The sheer size of his empire was unlike anything ever seen before but when he died in 323 B.  C. E, the three main areas he conquered (Greece/Macedonia, Egypt, and Mesopotamia/ Asia) were split up and became their own kingdoms. The area that was once Greece and Macedonia became the Antigonid Kingdom, the Egyptian are became the Ptolemaic Kingdom and the Asia/ Mesopotamia area became the Seleucid Kingdom. The Ptolemaic Kingdom came about when one of Alexander’s cavalry com panions, Ptolemy, took his loyal troops to the Egyptian area to take over the wealthy land. Once there, Ptolemy diverted Alexander’s body to Egypt, which was originally being sent to Macedonia for burial.Once in Alexandria, Ptolemy took Alexander’s body and built a massive and imposing tomb for his late king. After defending Egypt from some of Alexander’s other generals who wanted Egypt, the Ptolemies ruled Egypt as their god/kings. This only took place after they struck up a bargain with the Egyptian priests and in which the Egyptians could continue living under the same Egyptian god belief system while the Ptolemies ruled as kings. Along with that agreement, the Ptolemies promised to allow the priests to maintain the up keeping of their temples and deceased pharaohs.The Ptolemies departed from the beliefs and rules set forth by Philip and Alexander by allowing the Queens of the rulers more power then they ever had before. The perfect example of this was Cleopa tra VII who even challenged the growing power of Rome. The Ptolemies also didn’t really blend with the Egyptians, which was a major idea Alexander wanted to make happen (the blending of Page 2 cultures). This can be seen when the Ptolemies stayed in Alexandria conducting business and trading with Rome, where the Egyptians maintained their old religion.The Seleicid Kingdom is named after one of Ptolemy’s generals, Seleusid. After the death of Alexander, Seleusid entered Babylon in 311 B. C. E and captured the imperial treasure there. With the vast wealth at his disposal, Seleusid claimed the land as the old heartland of Persia. Unfortunately because the area was so large, Seleusid had to trade back northern India and eventually lost Asia Minor. Seleusid imported Greek and Macedonian bureaucrats and colonists. North of Babylonia a new city was built and it was named Seleucia and would eventually become its capital.Knowing that trade with the eastern countries were vital to their survival, Seleucid’s major cities were built around trade routes that connected the countries. Around 20,000 Macedonians came to Seleusid and they felt as if they were world conquerors and felt they needed to be compensated. The Macedonians were given a significant amount of farmland because when they arrived, Seleusid realized that these people were the backbone of their society because they had no religion already set up in the area. Unlike the past rulers, Philip and Alexander, Seleusid was very worried about expanding, rather he was worried about losing land.This was because when Seleusid came to Babylon to start his new Kingdom, he had only brought a few military forces with him. This was a problem because he controlled so much land that he didn’t have enough military personnel to control the kingdom. If I was in Seleusid’s position I would have asked for everyone in the old countries such as Greece and Macedonia to come over. Doing so would give m e a much larger army and then I would not have to worry about losing land, rather I could expand. The last area of land left was Alexander’s home country, Macedonia, and Greece which he conquered.This land would become Antigonids once Alexander died and would be situated in Greece. The kings of Antigonids were descendants of Antigonus the one eyed, who was a general in Alexander’s army when Alexander died. Unfortunately, Antigonus died without conquering the land, but his descendants eventually claimed Macedonia and Greece as Antigonids. At the time of Alexander’s death, many of Alexanders treasures that he took were taken back to Page 3 Macedonia. It was said that the last shipment taken back to Macedonia before Alexander’s death took 110 warships just to carry all the treasure back.So the country was very wealthy but the wealth hardly even changed society. In fact, hardly anything had changed in Macedonia since Philip II was king. The army in the kingdo m still consisted of only Macedonia nobles who fought for the king and unfortunately in the 280’s B. C. E the Gauls (group from the north) invaded Antigonids and caused them serious damage. Along with the damage from the north, in the south, the Greeks, who had never really accepted the Macedonians, started revolting against the Antigonids.The Antigonids branched away from their past rulers, Philip II and Alexander by never expanding and never blending the neighboring cultures together. The Greeks never accepted the Antigonids’ rule and although total warefare never broke out, it damaged the Kingdom as a whole. Not only did the Kingdom fail to expand, they couldn’t even keep their own citizens in tact. If I were any of the kings in the Antigonids kingdom, I would have tried to resolve the differences with Greece and the Gauls because if they could have become allies, there would have been room for expansion.

Why The Longevity Of The Great Depression - 1649 Words

Why the longevity of The Great Depression? Austin Metcalfe History 240 Dr. Higgins April 16, 2015 The nineteen-twenties displayed an amazing advancement of the world economy as production, industry, and the stock market all were in overall good shape, until nineteen-twenty nine. The Stock Market crash in October of nineteen-twenty nine, started the worst economic crisis the entire world has seen. However, the crash wasn’t the only factor that contributed to the economic depression until the mid-nineteen forties. There were several other factors that extended and aided in the longevity of the economic downfall including banking crisis, agricultural industry, tariffs, distribution of wealth, and total reduction of consumption spending in order to rationalize the idea that the stock market crash wasn’t the only variable that caused The Great Depression and the struggles that followed. 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