THE EFFECTIVENESS OF OPEN BOOK ASSIGNMENTS IN ENHANCING PHARMACOLOGY LEARNING AMONG 3RD YEAR MBBS STUDENTS: A COMPREHENSIVE STUDY.

JPUMHS;2024:14:04,166 170. http://doi.org/10.46536/jpumhs/2024/14.04.575

Abstract

BACKGROUND: Pharmacology, a basic subject in the clinical educational program, gives
clinical understudies the primary information expected to grasp drug components, remedial
mediations, and the clinical use of pharmacology. Traditional assessment strategies in
pharmacology frequently center on remembrance, which might restrict further
comprehension. Open-book assessments OBAs have arisen as an educational instrument to
upgrade decisive reasoning and perception. This study investigates the adequacy of OBAs in
working on pharmacological information, decisive reasoning, and clinical application among
third-year MBBS Students. OBJECTIVES: This study expects to survey the effect of open
book tasks on pharmacology learning results in third-year MBBS students, with a specific
spotlight on their capacity to orchestrate data, apply pharmacological standards in clinical
settings, and work on scholastic execution. METHODS: A cohort of 100 third-year MBBS
students at Suleman Roshan Medical College Tando Adam took part in the review from
September 2023 to January 2024. Understudies were allotted open-book assignments
focusing on clinical pharmacology situations. Pre-and post-assessment tests were directed to
assess the improvement in information, while subjective overviews were utilized to survey
understudy fulfillment and saw learning results. RESULTS: 86 students finished the surveys.
Huge upgrades were seen in the student’s capacity to apply pharmacological standards in
clinical situations p < 0.001. Student’s fulfillment with OBAs was high, with 82% of
understudies revealing a superior comprehension of pharmacology and better groundwork for
clinical practice. CONCLUSION: Open-book assessments offer a creative way to deal with
pharmacology training that advances decisive reasoning, upgrades clinical thinking, and
adjusts better to certifiable clinical practice. This study proposes that OBAs ought to be
coordinated into the pharmacology educational program to supplement conventional learning
techniques and support long-term retention.