help button home button ClinMed NetPrints
HOME HELP FEEDBACK BROWSE ARTICLES BROWSE BY AUTHOR
Warning: This article has not yet been accepted for publication by a peer reviewed journal. It is presented here mainly for the benefit of fellow researchers. Casual readers should not act on its findings, and journalists should be wary of reporting them.

This Article
Right arrow Full Text
Services
Right arrow Similar articles in this netprints
Right arrow Download to citation manager
Citing Articles
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Shankar, R. P
Right arrow Articles by Partha, P.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Shankar, R. P
Right arrow Articles by Partha, P.
Related Collections
Right arrow Drugs:
Pharmacology and toxicology

Right arrow CLINICAL:
Medicine in Developing Countries

Right arrow Medical Education:
Undergraduate

clinmed/2002060001v1 (July 26, 2002)
Contact author(s) for copyright information

Importance of transferable skills in pharmacology

Ravi P Shankar, Pranaya Mishra, and Praveen Partha

Background: The increasing importance of self-learning in pharmacology places a greater responsibility on individual undergraduates to develop good ‘transferable’ skills. Objectives: To assess the attitudes of first year undergraduates towards transferable skills in pharmacology, and investigate gender, nationality and medium of instruction differences in these attitudes. To assess the contribution of integrated teaching to skills development. Methods: Second year students were given a questionnaire asking them to rate: a) the importance of the particular transferable skill in pharmacology; b) their own ability in these skills and c) the influence of integrated teaching. Results: All students regarded transferable skills as very important in pharmacology. Female students rated the importance of selection of drugs and communication skills more highly than men. Indian students rated the importance of communication skills higher than the other nationalities. Overall, students have a high level of confidence in their own skills. The Indian students rated their problem solving skills higher. The male students rated their skill at problem solving higher than women. The vernacular medium students rated their communication skills higher than the English medium students. Students felt that integrated teaching had enhanced their skills in pharmacology. Conclusions: Our results suggest that students are well equipped to succeed in the revised curriculum of Kathmandu university, Nepal which will place a greater responsibility on students for self-learning.





HOME HELP FEEDBACK BROWSE ARTICLES BROWSE BY AUTHOR