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EDUCATIONAL TECHNOLOGIES
Year : 2017  |  Volume : 5  |  Issue : 4  |  Page : 279-285

Evaluation of second year BAMS student’s perception and feedback on teaching learning methods of Rasashastra and Bhaishajya Kalpana


1 Professor, Department of Rasashastra and Bhaishajya Kalpana, Mahatma Gandhi Ayurved College, Hospital and Research Centre, Salod (H.), Wardha, India
2 Professor, Department of Koumarbhritya, Mahatma Gandhi Ayurved College, Hospital and Research Centre, Salod (H.), Wardha, India

Correspondence Address:
Bharat Rathi
Professor, Department of Rasashastra and Bhaishajya Kalpana, Mahatma Gandhi Ayurved College, Hospital and Research Centre, Salod (H.), Wardha
India
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Source of Support: None, Conflict of Interest: None


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Background: Like any other branch of Ayurveda, Rasashastra and Bhaishajya Kalpana is progressing by leaps and bounds. As a result, reforms in undergraduate teaching are the need of the hour. Objectives: To determine the second year BAMS students’ perception and receive feedback on teaching and learning methods of Rasashastra and Bhaishajya Kalpana. Material and Methods: This was a Prospective Observational Study conducted based on the questionnaire. The questionnaire derived for the present study consisted of twenty questions under six heads with five options each. The questionnaire also consisted of five open ended questions seeking students suggestions on various aspects of teaching and learning methods. Results: 73.32% students agreed that the normal lecture as the most effective method of teaching as compared to seminar, Tutorial and group discussion.78.32% students agreed that audio visual aids are a effective mode of teaching as compared to black board teaching . 61.66% students agreed that the number of practical classes should be more than the theory classes. For evaluation of theory, 85% students preferred formative exam as compared to summative exam (69.99%). whereas for the practical exam, 88.32% students preferred Objective Structured Practical exam (OSPE) compared to Traditional Practical Exam(79.99%). 65% students agreed that paper I ( Rasashastra ) theory is interesting while 83.33% agreed that paper II (Bhaishajya Kalpana) theory is more interesting. The same opinion is reflected about the practical also. Conclusion: Students preferred teaching through AV aids and expressed desire for allocation of more hours for practicals. Students prefer MCQs and OSPE for assessment of theory and practical exam. According to them Paribhasha and formulations are the most difficult topic to learn and suggested cosmetic preparations to be added in the curriculum.


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