Article:
Perception and feedback of basic science medical undergraduate students on various teaching -learning in pharmacology at Patan academy of health sciences

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creativeworkseries.issnOnline ISSN: 2676-1424; Print ISSN: 2676-1319
dc.contributor.authorGupta, Mayuri
dc.contributor.authorShakya, Tripti
dc.contributor.authorAryal, Sushant
dc.contributor.authorShrestha, Ram Krishna
dc.contributor.authorKafle, Sajala
dc.contributor.authorJoshi, Mili
dc.creator.affiliationDepartment of Pharmacology, Patan Academy of Health Sciences, Lagankhel, Lalitpur https://orcid.org/0000-0001-8222-5382
dc.creator.affiliationDepartment of Anatomy, Patan Academy of Health Sciences, Lagankhel, Lalitpur
dc.creator.affiliationDepartment of Pharmacology, Patan Academy of Health Sciences, Lagankhel, Lalitpur
dc.creator.affiliationDepartment of Pharmacology, Patan Academy of Health Sciences, Lagankhel, Lalitpur
dc.creator.affiliationDepartment of Pharmacology, Patan Academy of Health Sciences, Lagankhel, Lalitpur
dc.creator.affiliationDepartment of Pharmacology, Patan Academy of Health Sciences, Lagankhel, Lalitpur
dc.date.accessioned2026-09-30T07:25:26Z
dc.date.available2026-09-30T07:25:26Z
dc.date.issued2026
dc.description.abstractAbstract: 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.
dc.identifier.doihttps://doi.org/10.3126/nmcj.v28i1.92188
dc.identifier.urihttps://hdl.handle.net/20.500.14572/7932
dc.language.isoen_US
dc.publisherNepal Medical College Pvt. Ltd.
dc.subjectPharmacology
dc.subjectTeaching-learning methods
dc.subjectProblem Based Learning (PBL)
dc.subjectMedical students
dc.titlePerception and feedback of basic science medical undergraduate students on various teaching -learning in pharmacology at Patan academy of health sciences
dc.typeArticle
dspace.entity.typePublication
local.article.typeOriginal Article
oaire.citation.endPage80
oaire.citation.startPage75
relation.isJournalIssueOfPublication251426f6-5314-4bf5-a4df-69ddabdb49fc
relation.isJournalIssueOfPublication.latestForDiscovery251426f6-5314-4bf5-a4df-69ddabdb49fc
relation.isJournalOfPublication865934c8-5e95-468c-8ca6-7bb2529e4064

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