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    Enhancing pharmacology education through role-play: impact on student attitudes
    (Bmc, 2025) Tekes, Ender; Gungor, Buket; Silan, Coskun; Toraman, Cetin
    Background Pharmacology is a cornerstone of medical education, essential for rational prescribing and patient safety. However, students often perceive it as abstract and overwhelming due to its memorization-heavy nature and limited clinical relevance. This study aimed to evaluate the impact of a role-play-based clinical pharmacology internship on medical students' attitudes towards learning the pharmacology course. Methods A mixed-methods interventional design was employed. In the quantitative phase, a one-group pretest-posttest design was used with 97 fifth-year medical students. Participants completed the Attitude Scale Toward the Pharmacology Course for Medical School Students before and after a one-week internship focused on rational drug use and structured around role-play activities. Paired sample t-tests were used to assess attitudinal change. In the qualitative phase, semi-structured focus group interviews were conducted with eight students selected based on pre-post changes in attitude scores. Data were analysed using inductive content analysis. Results There was a statistically significant improvement in students' attitudes following the role-play-based internship (pretest mean = 37.24, posttest mean = 41.15; p < .001), with a large effect size (Cohen's d = 0.959). Qualitative findings revealed three major themes: (1) pharmacology as difficult but essential, (2) burden of memorization, and (3) the need for clinically relevant, functional learning. Students appreciated the realism and interactivity of role-play, which enhanced their understanding of drug interactions and rational prescribing. However, some still viewed pharmacology as anxiety-provoking and overly burdensome, indicating a need for longitudinal curricular integration. Conclusions Role-play-based clinical pharmacology education significantly improves medical students' attitudes toward learning pharmacology. Embedding realistic, scenario-based learning within pharmacology curricula may enhance student engagement, promote rational prescribing, and contribute to safer clinical practice. This positive change was supported by a high effect size of Cohen's d = 0.96, demonstrating the significant educational impact of the intervention.
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    Öğe
    Treatment-focused clinical reasoning in medical students: relationship with academic success and professional commitment
    (Bmc, 2025) Tekes, Ender; Tekin, Murat
    Background Clinical reasoning is a fundamental skill for medical students, enabling them to integrate knowledge and make informed treatment decisions. While previous studies have primarily focused on diagnostic reasoning, this study examines the relationship between treatment-focused clinical reasoning, academic performance, and professional commitment. Methods A cross-sectional study was conducted with final-year medical students (n = 53). Clinical reasoning skills were assessed using a structured case-based evaluation involving diabetes mellitus and hypertension management scenarios. Professional commitment was measured using the commitment to the profession of medicine scale, and academic performance was determined by cumulative grade point average. Correlation and multiple regression analyses were conducted to examine relationships among these variables. Results The mean clinical reasoning score was 13.06 out of 54, indicating substantial challenges in treatment-based reasoning. Students performed better in the hypertension case (7.15/28) compared to the diabetes mellitus case (5.91/26). The most frequent difficulties included identifying hypoglycaemia-inducing drugs, recognizing contraindicated medications in renal impairment and heart failure, and selecting appropriate individualized therapies. While academic performance did not show a significant correlation with clinical reasoning scores (p > .05), a strong positive relationship was observed between professional commitment and clinical reasoning ability (r = .722, p < .05). Regression analysis indicated that both professional commitment and academic achievement significantly predicted clinical reasoning performance (R-2 = 0.560, p < .05), collectively explaining 56% of the variance. Conclusion These findings highlight the need for enhancing treatment-based reasoning education in medical curricula, as students exhibited difficulties in pharmacotherapy decision-making, especially in integrating contraindications and individualized treatment considerations. Professional commitment appears to be a stronger predictor of clinical reasoning than academic performance alone. Medical education strategies that reinforce patient-centred reasoning and professional engagement may improve preparedness for real-world therapeutic decision-making.