Perception and Feedback of Basic Science Medical Undergraduate Students on Various Teaching -Learning in Pharmacology at Patan Academy of Health Sciences

Abstract

Effective and safe drug therapy education is a core component of pharmacology teaching for MBBS students. Regular evaluation of teaching-learning methods, especially through student feedback, is essential for improving teaching quality. This study aimed to assess the perception and feedback of first- and second-year MBBS students at Patan Academy of Health Sciences (PAHS) regarding pharmacology teaching-learning methods. A descriptive, cross-sectional study was conducted among 134 students using a structured questionnaire. Data were analyzed using descriptive statistics. Problem-Based Learning (51.1%) was the most preferred method, followed by group discussion (30.8%). Prescription writing, experimental graphs, and case writing were the most engaging practical topics. A majority recommended increasing clinical-based learning. Students favored interactive and clinically integrated pharmacology teaching methods, highlighting the need for more problem-based and case-based learning approaches.