Perception and feedback of second-year MBBS students on teaching–learning methods in Pharmacology under competency-based medical education: a cross-sectional study

Sathiyanathan T; Shailander Singh; Lokesh Patil; Rie Joshi; Steffi Loarine

doi:10.5455/NJPPP.2026.v16.i2.4

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Natl J Physiol Pharm Pharmacol. 2026; 16(2): 88-94

doi: 10.5455/NJPPP.2026.v16.i2.4

Perception and feedback of second-year MBBS students on teaching–learning methods in Pharmacology under competency-based medical education: a cross-sectional study

Sathiyanathan T, Shailander Singh, Lokesh Patil, Rie Joshi, Steffi Loarine.

Abstract
Background:
Pharmacology teaching under the Competency-Based Medical Education (CBME) curriculum emphasizes clinically integrated, competency-driven learning. Understanding second-year MBBS students’ attitude, perception, and feedback regarding current teaching-learning methods can help guide curricular refinement.

Aim: To assess the attitude, perception, and feedback of second-year MBBS students on teaching-learning methods in Pharmacology under the CBME curriculum.

Methods:
This observational, cross-sectional, questionnaire-based study was conducted among second-year (fourth-term) MBBS students at our institute from June 2025 to July 2025, after obtaining Institutional Ethics Committee approval (IEC letter no. 338/BRIMS/IEC/2025). A pre-validated, self-administered, 18-item Google Forms questionnaire (Content Validity Index 0.83 for the original 17-item protocol version, with one additional perception item included in the deployed instrument) assessing attitude (5 items), perception (9 items), and opinion on teaching-learning methodologies (4 items) was distributed. Data were analyzed descriptively as numbers and percentages.

Results:
Of 154 eligible students, 133 (86.4%) completed the questionnaire (81 male, 52 female). Most students (95%) enjoyed learning pharmacology, and all (100%) considered it essential for clinical practice, however, only 23% would consider it for postgraduate specialization. A majority favored case-based learning (63.2%) and audiovisual aids (69%), while 70% felt overwhelmed by the volume of information. Central nervous system pharmacology was rated the most difficult topic (58.6%).

Conclusion:
CBME-aligned teaching approaches, particularly case-based learning and audiovisual aids, are well received by second-year MBBS students, though the volume of pharmacological content remains a barrier, especially for postgraduate interest. Structured feedback mechanisms and targeted curricular reforms are recommended.

Key words: Competency-based medical education; Medical education; Pharmacology; Student perception; Teaching-learning methods.

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Pubmed Style

T S, Singh S, Patil L, Joshi R, Loarine S. Perception and feedback of second-year MBBS students on teaching–learning methods in Pharmacology under competency-based medical education: a cross-sectional study. Natl J Physiol Pharm Pharmacol. 2026; 16(2): 88-94. doi:10.5455/NJPPP.2026.v16.i2.4

Web Style

T S, Singh S, Patil L, Joshi R, Loarine S. Perception and feedback of second-year MBBS students on teaching–learning methods in Pharmacology under competency-based medical education: a cross-sectional study. https://www.njppp.com/?mno=316665 [Access: August 27, 2026]. doi:10.5455/NJPPP.2026.v16.i2.4

AMA (American Medical Association) Style

T S, Singh S, Patil L, Joshi R, Loarine S. Perception and feedback of second-year MBBS students on teaching–learning methods in Pharmacology under competency-based medical education: a cross-sectional study. Natl J Physiol Pharm Pharmacol. 2026; 16(2): 88-94. doi:10.5455/NJPPP.2026.v16.i2.4

Vancouver/ICMJE Style

T S, Singh S, Patil L, Joshi R, Loarine S. Perception and feedback of second-year MBBS students on teaching–learning methods in Pharmacology under competency-based medical education: a cross-sectional study. Natl J Physiol Pharm Pharmacol. (2026), [cited August 27, 2026]; 16(2): 88-94. doi:10.5455/NJPPP.2026.v16.i2.4

Harvard Style

T, S., Singh, . S., Patil, . L., Joshi, . R. & Loarine, . S. (2026) Perception and feedback of second-year MBBS students on teaching–learning methods in Pharmacology under competency-based medical education: a cross-sectional study. Natl J Physiol Pharm Pharmacol, 16 (2), 88-94. doi:10.5455/NJPPP.2026.v16.i2.4

Turabian Style

T, Sathiyanathan, Shailander Singh, Lokesh Patil, Rie Joshi, and Steffi Loarine. 2026. Perception and feedback of second-year MBBS students on teaching–learning methods in Pharmacology under competency-based medical education: a cross-sectional study. National Journal of Physiology, Pharmacy and Pharmacology, 16 (2), 88-94. doi:10.5455/NJPPP.2026.v16.i2.4

Chicago Style

T, Sathiyanathan, Shailander Singh, Lokesh Patil, Rie Joshi, and Steffi Loarine. "Perception and feedback of second-year MBBS students on teaching–learning methods in Pharmacology under competency-based medical education: a cross-sectional study." National Journal of Physiology, Pharmacy and Pharmacology 16 (2026), 88-94. doi:10.5455/NJPPP.2026.v16.i2.4

MLA (The Modern Language Association) Style

APA (American Psychological Association) Style

T, S., Singh, . S., Patil, . L., Joshi, . R. & Loarine, . S. (2026) Perception and feedback of second-year MBBS students on teaching–learning methods in Pharmacology under competency-based medical education: a cross-sectional study. National Journal of Physiology, Pharmacy and Pharmacology, 16 (2), 88-94. doi:10.5455/NJPPP.2026.v16.i2.4

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