PERCEPTIONS FROM SECOND-YEAR MEDICAL STUDENTS ON DRUG PROMOTIONAL LITERATURE EXERCISE IN PHARMACOLOGY

Abstract

INTRODUCTION: This study covers the perceptions of second-year MBBS
students on the importance of critically analyzing drug promotional literature
(DPL) as part of their pharmacology training. Pharmaceutical companies’ often
uses DPL to influence prescribing behavior; they may lack balanced, accurate
information and undermine rational drug use.
OBJECTIVE: To assess the perception of second-year MBBS students regarding
drug promotional literature and its evaluation by using WHO criteria.
MATERIALS AND METHODS: In the study 150 second year MBBS students
were enrolled only 125 participated in the study. The Pre validated questionnaire
was given to the students having 20 items in 3 sections comprising Demographic,
Perception and Understanding of DPL. Before starting the study IEC permission
and consent of the students was taken. The Department of Pharmacology at SRMS
IMS conducted a cross-sectional study using pre-validated questionnaires. 150
second-year MBBS students took part in the study. A 3-point Likert scale was used
to gather responses, and descriptive statistics were used for analysis. RESULTS:
Out of 125 students, 115 stated that they understood the importance of Drug
promotional literature (DPL) as a use full tool for gaining knowledge about new
drugs.
A total of 120 students were able to evaluate the references in DPL and agreed that
this exercise should be included in future sessions. Additionally, 118 students
agreed that the use of visuals such as graphs and images enhance the credibility of
the material. However, only 95 students were able to identify bias in the content of
DPL, and 94 felt confident in differentiating between reliable and unreliable
information, Furthermore, 100 students acknowledged that DPL often exaggerates
the benefits of drugs. A total of 115 students disagreed with the statement that DPL
includes all the WHO criteria. All 125 students agreed that they received guidance
from faculty on how to evaluate DPL, and after learning, they felt capable of
performing the evaluation independently. Moreover, all 125 students agreed that
the knowledge gained about DPL would help them critically assess materials
presented by medical representatives in hospitals.
CONCLUSION: Students demonstrate critical and ethical evaluation skills toward
DPL but remain cautious of its reliability. Enhanced training and regular exposure
can further improve their competence and confidence.