Educational outcome of inquiry-based teaching learning method versus traditional learning among second phase medical students in pharmacology

Urmi Choudhury; Swanand Pathak; Kahua Das Thakuria; Bhaswati Kashyap Sarmah

doi:10.18203/2319-2003.ijbcp20254090

Authors

Urmi Choudhury Department of Pharmacology, Nagaon Medical College and Hospital, Nagaon, Assam, India
Swanand Pathak Department of Pharmacology, Jawaharlal Nehru Medical College, Wardha, Maharashtra, India
Kahua Das Thakuria Department of Physiology, Nagaon Medical College and Hospital, Nagaon, Assam, India
Bhaswati Kashyap Sarmah Department of Nursing, Nagaon Medical College and Hospital, Nagaon, Assam, India

DOI:

https://doi.org/10.18203/2319-2003.ijbcp20254090

Keywords:

Inquiry-based learning, Active learning, Medical education, Pharmacology, Teaching methodology

Abstract

Background: Pharmacology is a core discipline in medical education, bridging basic and clinical sciences. Traditional lecture-based teaching promotes factual recall but may not sufficiently develop analytical and problem-solving skills. Inquiry-based teaching-learning (IBTL) emphasizes critical thinking, active participation, and self-directed learning.

Methods: A prospective, cross-sectional educational intervention was conducted among 92 phase-II MBBS students of Nagaon Medical College, Assam. Students were divided into group A (IBTL) and group B, traditional teaching method (TTM). Identical topics were taught in both groups. Assessment included pre- and post-tests, student feedback, and faculty perception. Data were analyzed using paired and unpaired t tests (SPSS v21).

Results: IBTL produced significant improvement in post-test scores (p<0.001) and led to higher student engagement and satisfaction. Faculty feedback reflected 100% agreement that IBTL enhanced conceptual understanding and critical thinking. Although traditional teaching yielded higher factual recall for the topic “vitamins” (p=0.004), IBTL supported better long-term retention, motivation, and deeper understanding.

Conclusions: IBTL is more effective than traditional methods in promoting active learning, conceptual clarity, and critical thinking. A blended model combining both approaches is recommended for optimal pharmacology education.

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