Project-Based Learning in Pharmacology during COVID-19 Lockdown for Second Phase Medical Undergraduates

Abstract

Introduction: Project-based learning has both constructionist as well as constructivist principles that engage the students in autonomous deep learning. Aim: To obtain the perceptions of participants on project-based learning in the subject of Pharmacology during COVID-19 lockdown. Materials and Methods: This was an online questionnaire-based descriptive study done on the Google platform. A series of integrated lectures were conducted in the Department of Pharmacology and Internal Medicine on diabetes, lipid dysfunction and thyroid disorder for second year MBBS students. The study was conducted from August to November 2020 in a medical college in Kerala, India. Google-based project submission was done after identifying a patient at home or neighbourhood with the disease covered after each integrated lecture. A validated questionnaire was used to obtain feedback about the project-based learning on a Likert scale. Statistical analysis was done using the Statistical Package for the Social Sciences (SPSS) Version 16 software for Windows. Results: The response rate was 76.9% (100 out of 130). The majority of the participants agreed/totally agreed to statements on professional attributes attained during project-based learning session like the ability to think creatively (60%), make observations (71%), compile information (80%), assess and make a decision (59%), analyse situations of professional practice (65%), develop oral communication skills (57%), develop Self-Directed Learning (SDL) (70%), develop skills needed for professional practice (54%), develop empathy towards patients with disease (79%) and develop self-confidence in learning the subject (63%) with a median score of 4. The majority of participants agreed/totally agreed to the effectiveness of the project-based learning in helping acquire various clinical and theoretical competencies during COVID-19 lockdown. The majority of the participants and the patient identified at home were happy to be part of the project-based learning. Conclusion: The majority of the participants were in agreement with the questions posed to them with a median score of 4, however, a neutral opinion was obtained on the acquisition of written communication skills as well as their family members having better compliance after getting involved in project-based learning.