Preetha Jose’s scientific contributions

Background: Understanding the changing trends in medical education technology helps to improve the teaching learning methods for medical graduates which can further help to improve the quality of health-care system. Apart from the conventional methods, several new methods of teaching are being introduced according to the changing medical curriculum. Most of these techniques are well accepted by the medical students. Aim and Objectives: The aim of the study was to collect feedback from the students to understand their perception on teaching and learning methods in the subject of pharmacology. Materials and Methods: This observational, cross-sectional, and questionnaire-based study was conducted in the Department of Pharmacology at Government Medical College, Thrissur, during the period 2017–2018. Pre-validated questionnaire was distributed among 2nd-year MBBS students, attending pharmacology classes and responses were collected and analyzed using a 5-point Likert scale. Results: Major responses from students perspective regarding teaching and learning methods in Pharmacology subject were that learning pharmacology is very important before going to clinics (96.5%), brief description about the clinical scenario is essential before discussing about the drugs (95.5%), knowledge of pharmacy and drug dispensing methods are necessary for patient care (94.5%). Pharmacology should be taught along with clinical subjects (93%) and also problem-based learning and prescriptions are extremely useful in clinics (90.5%). Conclusion: Regular and systematic feedback from the learners side can significantly improve the quality of medical education and health-care system. Clinically oriented teaching methods can impart more interest in studying Pharmacology.

Background: Fixed dose combinations (FDCs) are combinations of two or more active drugs in a single pharmaceutical formulation. The rationality of FDC is a controversial and challenging issue in today’s practice of medicine. Aims and Objectives: The aim of the study was to assess the prescription pattern and rationality of FDCs in a tertiary care hospital. Materials and Methods: This is a record-based cross-sectional study conducted in the Department of Pharmacology, Government Medical College, Thrissur. The data were collected from the case records of 183 patients admitted under various departments during the month of January 2019. The FDCs prescribed were listed and the prescription pattern was assessed. All the FDCs were evaluated for rationality with the help of a comprehensive seven-point criteria by Panda et al. The data were analyzed using Epi info 7. Descriptive statistics were used to analyze the data. Results: Out of 183 case records, 39.3% contained at least one FDC, 13.1% contained two FDCs, and 4.4% contained three FDCs. The different drug classes prescribed as FDCs include anti-infective drugs 45%, vitamins and minerals 33%, analgesics 9%, and miscellaneous drug combinations 13%. The most prescribed anti-infective drug FDC is amoxicillin with clavulanic acid combination (56%). In our study, 92.5% of the antibacterial FDCs prescribed were rational and 7.5% irrational. According to the World Health Organization rationality criteria, 62% of our FDCs are rational and 38% are irrational. Conclusion: The present study showed the increased use of FDCs in tertiary care teaching hospital and the most of the FDCs were rational (62%).

Background: Amantadine is found to be effective for the treatment of complications associated with traumatic brain injury. Drug-related side effects are common with Amantadine especially when combined with other drugs. Comprehensive information about the incidence and severity of these adverse effects is not available. Aim and Objectives: The aim of the study was to analyze the pattern of occurrence of adverse drug reactions (ADRs) in patients receiving Amantadine for traumatic brain injury in a tertiary care hospital. We also assessed the causality, severity, and preventability of ADRs. Materials and Methods: This prospective and cohort study was conducted among patients taking Amantadine for a continuous period of 1 month for traumatic brain injury in neurosurgery department between June 2020 and December 2020. Tools used were ADR Reporting form of National Pharmacovigilance Centre, WHO causality scale, Hartwig and Siegel scale, and Schumock and Thornton scale. Descriptive statistics were used and the values were expressed in numbers and percentages. Results: ADRs were experienced in 55 patients (36.7%) out of 150 patients and all the patients were on combination therapy. ADR was present more in male patients (63.6%) compared to females (36.4%). The most common ADRs were headache, ankle edema, and dry mouth. Majority of ADRs belonged to the possible category according to the WHO causality assessment scale. Majority of the ADRs (61.9%) were mild level 1 according to severity scale. All the ADRs came under the definitely or probably preventable category. Conclusion: ADRs with Amantadine are common but mild and preventable.

Background: The use of electronic media and audio-visual aids for teaching has become increasingly common in medical colleges. This teaching method is considered superior to blackboard and chalk by majority of the students and teachers. But the quality of medical education has not drastically improved in comparison. This study compares the impact of lecture delivery using PowerPoint presentation as opposed to blackboard and chalk in medical students attending pharmacology classes.Methods: This was a cross sectional study done in the second year MBBS students attending pharmacology classes in the Department of Pharmacology at Government Medical College, Thrissur in the year 2017. Students were given lectures on two similar topics, one using PowerPoint presentation and the other using blackboard and chalk by the same teacher. The students were given a post-test after each lecture and marks were analysed using Independent student’s t test. A feedback was also taken from the students regarding the two lecture delivery methods and the data is expressed in percentages.Results: This study was done in 149 medical students who attended pharmacology classes. The students scored significantly higher marks in the post-test when the lecture was taken using black board and chalk (p <0.001). 58% of the students preferred lecture delivery using PowerPoint compared to 38% preferring black board and chalk. 4% of the students considered both methods equally good.Conclusions: Lecture delivery using black board and chalk was found to be more efficacious than power point presentation when the marks of the post-tests were compared. However, majority of the students preferred lecture delivery using power point to blackboard and chalk.