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

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.