Enhancing Skill Acquisition in Practical Pharmacology through Structured Role-Play: A Formative Assessment of Second-Year MBBS Students

Background: In Pharmacology, the current undergraduate medical curriculum often struggles to bridge the gap between theoretical drug knowledge and clinical execution of practical pharmacology. Since years traditional teaching methods emphasized on passive observation of drug administration routes and counselling principles. This study evaluated the effectiveness of structured role-play simulations across 17 distinct stations as a formative assessment and teaching methodology to improve procedural drug administration skills, cold-chain maintenance knowledge, and patient communication among second-year MBBS students in an innovative way. Material and Methods: A prospective, mixed-methods educational intervention study was conducted with 172 second-year MBBS students during their routine practical pharmacology curriculum. 17 core practical stations were developed covering procedural skills (parenteral injections, IV drip setup, inhalational devices, insulin/tuberculin syringes, ocular/otic instillations, transdermal patches and cold-chain maintenance) and patient communication (counselling on high-risk medications like GTN, contraceptives, heparin, and beta blockers). Working in small groups, students performed role-play encounters of standardized clinical scenarios acting as patients, relatives and healthcare providers. Performance was evaluated using validated Objective Structured Practical Examination (OSPE) checklists, pre- and post-test MCQs, and a 10-item 5-point Likert scale feedback questionnaire. Results: Out of total 172 students enrolled, 168 completed all assessments (97.7% completion rate). Post-intervention mean-score across all OSPE stations showed statistically significant improvement in procedural and communication domains compared to baseline assessment (p < 0.001). Procedural proficiency in complex drug administration (e.g., MDI/DPI inhalation technique, precise tuberculin/insulin loading and cold-chain protocols) showed significant gains. Patient counselling scores also improved markedly. Feedback questionnaire revealed high student satisfaction (89.58% agreeing that role-play increased confidence in clinical application). Conclusion: Structured role-play simulation is a highly effective, active-learning pedagogy in practical pharmacology. It enhances competency in procedural skills and patient counselling simultaneously, fulfilling the core mandates of Competency-Based Medical Education (CBME).

Keywords: Medical Education, Pharmacology Pedagogy, OSPE, Role-Play, Formative Assessment, Procedural Skills, Patient Counselling, CBME.