Associate Professor, Department of Pharmacology, BGS Global Institute of Medical Sciences, Bangalore-560060, Karnataka, India

Professor & Head, Department of Pharmacology, BGS Global Institute of Medical Sciences, Bangalore-560060, Karnataka, India.
Active-learning strategies ,Concept-retention ,Drug narratives ,Perceptions ,Pharmacology ,

Context: Pharmacology teaching is a work in progress. The enormity of subject and its inherent challenges calls for student-friendly and innovative teaching-learning (T-L) strategies. Aims: The current study aims to explore the usefulness of drug narratives as an educational tool in facilitating pharmacology knowledge acquisition and retention. Settings and Design: Interventional, comparative, cross-over study conducted in 2nd MBBS students (n=156) Methods and Material: Drug narratives related to the must-know concepts in Pharmacology were formulated and introduced to students during small-group teaching sessions. Effectiveness of the tool was assessed using written assessment and was compared to conventional tutorial teaching. Pre-validated questionnaires measured the quantitative aspects of drug narratives in relation to their usefulness as teaching–learning tool. Statistical analysis used: Data analysis was performed using Chi-square test, Independent t test or Mann Whitney U for qualitative and quantitative variables. Results: Drug narratives as a T-L method showed promise in studying Pharmacology. Mean assessment scores were significantly higher in the interventional group compared to control group. More than 85% of students perceived positive benefits in terms of pharmacology concept retention (pharmacokinetics, therapeutic uses). Majority opined that drug narrative sessions are novel, fun-filled and preferred to be part of such sessions in future. Over 90% students rated the tool as >3 in terms of quality and usefulness on a scale of 1-5.Conclusions: Drug narrative may be considered as an add-on tool for reinforcing core concepts in Pharmacology. Their potential in facilitating long-term retention of factual knowledge needs further exploration

11 , 2 , 2021