Abstract: While the problem based learning (PBL) approach promotes unsupervised self-directed learning (SDL), many students experience difficulty juggling the role of being an information recipient and information seeker. Logbooks have been used to assess trainee doctors but not in other areas. This study aimed to determine the effectiveness of logbook for assessing SDL during PBL sessions in first year medical students. The log book included a learning checklist and knowledge and skills components. Comparisons with the baseline assessment of student performance in PBL and that at semester end after logbook intervention showed significant improvements in student performance (31.5 ± 8 vs. 17.7 ± 4.4; p
Abstract: Pharmacology curriculum plays an integral role in
medical education. Learning pharmacology to choose and prescribe
drugs is a major challenge encountered by students. We developed
pharmacology applied learning activities for first year medical
students that included realistic clinical situations with escalating
complications which required the students to analyze the situation
and think critically to choose a safe drug. Tutor feedback was
provided at the end of session. Evaluation was done to assess the
students- level of interest and usefulness of the sessions in rational
selection of drugs. Majority (98 %) of the students agreed that the
session was an extremely useful learning exercise and agreed that
similar sessions would help in rational selection of drugs. Applied
learning sessions in the early years of medical program may promote
deep learning and bridge the gap between pharmacology theory and
clinical practice. Besides, it may also enhance safe prescribing skills.