Design and evaluation of a competency-based pharmacology elective module on rational use of medicines for undergraduate medical students

Archana Dhavalshankh; Vijay Devthankar; Sagar Garmode

doi:10.18203/2319-2003.ijbcp20261946

Authors

Archana Dhavalshankh Department of Pharmacology, D. Y. Patil Medical College, Kolhapur, Maharashtra, India
Vijay Devthankar Department of Pharmacology, D. Y. Patil Medical College, Kolhapur, Maharashtra, India
Sagar Garmode Department of Pharmacology, D. Y. Patil Medical College, Kolhapur, Maharashtra, India

DOI:

https://doi.org/10.18203/2319-2003.ijbcp20261946

Keywords:

Competency-based medical education, Pharmacology elective, Rational use of medicines, Rational prescribing, Undergraduate medical education

Abstract

Background: Competency-Based Medical Education (CBME) emphasizes the development of practical prescribing competencies among undergraduate medical students. Traditional pharmacology teaching often provides limited opportunities for applied learning related to rational drug use. Elective modules introduced under CBME offer opportunities for competency-oriented experiential learning. Objectives were to design and evaluate a competency-based pharmacology elective module focusing on rational use of medicines among undergraduate medical students.

Methods: A prospective educational interventional study was conducted in the Department of Pharmacology at a tertiary care teaching institution. Undergraduate MBBS students who opted for the pharmacology elective participated in a structured two-week module incorporating interactive lectures, problem-based learning, case-based discussions, prescription writing exercises, reflective learning, and continuous formative assessment. Pre-test and post-test assessments were conducted to evaluate learning attainment. Student feedback was collected using a structured Likert-scale questionnaire and analysed using descriptive statistics.

Results: A total of 30 students participated in the elective module and all completed the program successfully. The module was implemented as per the planned schedule and all learning activities were completed. Student feedback demonstrated high satisfaction regarding module relevance (100%), effectiveness of teaching–learning strategies (100%), and usefulness of case-based discussions (100%). Most students reported improved understanding of rational prescribing principles and applied pharmacology concepts.

Conclusions: The competency-based pharmacology elective module was feasible, well accepted, and effectively implemented within the CBME framework. Structured experiential learning modules may serve as an effective strategy for strengthening rational prescribing competencies among undergraduate medical students.

Author Biography

Vijay Devthankar, Department of Pharmacology, D. Y. Patil Medical College, Kolhapur, Maharashtra, India

Tutor

Department of Pharmacology

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