www.ijbcp.com International Journal of Basic & Clinical Pharmacology | December 2017 | Vol 6 | Issue 12 Page 2789 IJBCP International Journal of Basic & Clinical Pharmacology Print ISSN: 2319-2003 | Online ISSN: 2279-0780 Original Research Article Student’s perceptions and feedback about teaching-learning pharmacology in Nepalgunj medical college of Chisapani, Nepal Dabal B. Dhami*, R. S. Rathor, V. K. Bhargava, Ganesh Neupane, Ritesh Singh, Ankita Singh INTRODUCTION Pharmacology is a crucial subject for medical students who are going to be future medical practitioners, specialists and super specialists in various discipline. It is therefore important that medical students appreciate pharmacological principles and are able to correlate and apply them in the practice of medicine. 1 Understanding current scenario of medical undergraduates regarding teaching as well as learning pharmacology and understanding its vital role in academics, clinics and research may greatly help in improving the teaching of this discipline. 2 Student feedback has been considered to be an effective methodology for modification of undergraduate curriculum and making pharmacology more interesting and practicable. 3 It is generally agreed that reviewing the teaching program at regular intervals and modifications in the methodologies of imparting basic knowledge about drugs and drug therapies is a must. 4 Students’ feedback would probably reveal whether the so called reforms are acceptable to them and their opinion for the betterment of teaching learning pharmacology subject. 5 ABSTRACT Background: Pharmacology, being both basic and applied science, forms the backbone of rational therapeutics in medical field. Understanding of current perceptions and opinions of medical students is important for the betterment of teaching-learning methodologies in pharmacology subject. This study done with the objective to determine the perception and feedback of teaching learning pharmacology. Methods : Descriptive cross sectional questionnaire based study was conducted in Nepalgunj Medical College Chisapani, Banke Nepal, among second year MBBS students in September 2017. A questionnaire distributed in class and then collected. Data was analysed using the Statistical Package for Social Sciences (SPSS). Results: Total 119 students, 78 male and 41 females participated in this study. The percentage average of agreed responses for 15 questions (58.92±19.53) was significant (p <0.05) when compared with the percentage average of the disagreed (5.42± 5.17). Seventy three (61.3%) students agreed that pharmacology is a favourite subject but the preferences for pharmacology as a subject in post- graduation was low (18.5%). High proportion of students wanted the faculty members to make more use of Audio-Visual aids 93.3%, case based learning 96.6%, more clinical pharmacology, 97.5%, group discussions, 88.2%, integration to clinical sciences 92.4% and 82.4% prefer MCQs to be introduced in the curriculum for effective learning. Conclusions: Introduction of integrated teaching, MCQs, case based, and group based discussion with clinical pharmacology and audio-visual aids was favoured by majority of the students. Regular reviewing perception and feedback of the students help teachers to plan the curriculum and improve the teaching methodologies. Keywor ds: Feedback, Pharmacology, Perception, Student, Teaching-learning DOI: http://dx.doi.org/10.18203/2319-2003.ijbcp20175202 Department of Pharmacology, Nepalgunj Medical College, Chisapani, Banke, Nepal Received: 12 October 2017 Revised: 29 October 2017 Accepted: 03 November 2017 *Correspondence to: Dr. Dabal B. Dhami, Email: drddhami@gmail.com Copyright: © the author(s), publisher and licensee Medip Academy. This is an open- access article distributed under the terms of the Creative Commons Attribution Non- Commercial License, which permits unrestricted non- commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.