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Objectives: The purpose of the study was to understand the perception of 2nd-year medical undergraduates regarding the implementation of competency-based medical education (CBME) in pharmacology. Materials and Methods: This cross-sectional study was undertaken by the department of pharmacology, in our institution. Out of 197 s year medical undergraduate students, 192 provided their valuable feedback. The questionnaire consisted of three types of questions: (1) multiple-choice questions, (2) rating on a 5-point Likert scale, and (3) open-ended questions. In the open-ended questions, the students were asked to share their views. Responses to the questions were recorded. Students' “feedback responses” were scrutinized in terms of percentages. Conceptual content analysis was done for open-ended questions. Results: Students were satisfied with the implementation of CBME as well as the conduct of small group teaching, self-directed learning, integrated assessment, attitude, ethics, and communication skills, and pandemic modules. They emphasized more on game-based learning and other innovative teaching–learning methods that drove their interest to understand the subject better. Conclusion: Implementation of CBME has been found to be more effective than the traditional didactic approach. |
