Exploring medical students' preferences and challenges in clinical pharmacology education: insights and improvement strategies.

Abstract

Background: Medical students receive foundational knowledge in clinical pharmacology, bridging the gap between pharmacology and clinical practice. While several studies have investigated clinical pharmacology teaching methodologies, few describe the teaching and learning of clinical pharmacology in Saudi Arabia. This study aimed to explore medical students' preferences for teaching and learning methods in clinical pharmacology, identify current strengths and challenges, and provide suggestions for improvement.

Methods: In April 2024, a cross-sectional online survey was distributed via WhatsApp to second and third-year medical students at the University of Jeddah, KSA. The survey invitation explained the purpose, voluntary participation, and anonymity of responses, with informed consent obtained. A 24-item English questionnaire, including a Likert scale and open-ended questions, was developed and pilot-tested by five medical students. Data were analyzed using Minitab 17, employing descriptive statistics and Chi-square (χ2) tests to explore variable relationships.

Results: Ninety out of 395 medical students completed the questionnaire, resulting in a 22.8% response rate. Students (43.3%, n = 39) found the curriculum comprehensive and relevant for medication management but lacked cohesiveness. Significant challenges included understanding course content (56.7%, n = 51) and passing exams (43.3%, n = 39). Additionally, 56.7% (n = 51) felt overwhelmed by the volume of information and struggled to apply pharmacological knowledge in practice. In terms of interactive teaching methods, such as case-based discussions and simulations, were found inadequate, and hands-on experience opportunities needed to be improved. While 43.3% (n = 39) expressed satisfaction with their clinical pharmacology education, 36.7% (n = 33) remained neutral, indicating uncertainty about the quality and effectiveness of the teaching they have received. Issues raised by students included feeling overwhelmed by the significant content in the curriculum (n = 62, 69.7%), and understanding the content (n = 51, 56.7%), demanding more case-based learning exercises with real-world patient scenarios (n = 47, 53.4%). For learning modalities, online modules and multimedia resources for self-paced learning were ranked highest (n = 37, 41%), followed by small-group discussions and case-based learning activities (n = 42, 46%).

Conclusions: Findings suggest the need for more cohesive clinical pharmacology curricula, enhanced interactive teaching methods, and increased use of technology and practical applications to improve learning outcomes.