Authors : Dr. Jaybhaye P.; Dr. Potdar A.; Dr. Jaybhaye D.

Volume/Issue : Volume 11 - 2026, Issue 3 - March

Google Scholar : https://tinyurl.com/59p5zpmm

Scribd : https://tinyurl.com/yjk9s9ze

DOI : https://doi.org/10.38124/ijisrt/26mar1975

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Phenol is a highly lethal, fat soluble, and corrosive agent capable of causing local and systemic toxicity, including central nervous system depression, cardiovascular collapse, and acute renal failure. Given the complex pathophysiology and high mortality associated with phenol poisoning, medical learners face significant challenges in mastering and applying this knowledge clinically. Traditional "teaching as talking" lectures often fall short of preparing students for real world clinical execution, highlighting the need for active and authentic learning strategies. This study evaluates whether integrating authentic, application-based questions into the toxicology curriculum significantly enhances learners comprehension, retention, and practical clinical readiness in managing acute phenol poisoning. An observational study was conducted utilizing a cohort of 45 participants, divided into two groups. Group A consisted of 31 students who were exposed to application-based questions in addition to didactic lectures. Group B consisted of 14 students who received only didactic teaching. The application based core intervention immersed learners in high stakes clinical scenarios, requiring them to synthesize data and formulate immediate action plans rather than relying on rote memorization. The comparative analysis yielded significant differences in learner outcomes between the two teaching methodologies. Participants exposed to application-based questions successfully translated theoretical toxicology into time-critical interventions, showing marked improvement in identifying unique diagnostic clues like "carboluria" (dark green or black urine) and recognizing critical contraindications such as avoiding emesis.

Keywords : Toxicology; Carbolic Acid; Phenol; Teaching Methods; Poison.

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