Pedagogical shift or status quo? Medical trainee evaluation of competency-based medical education (CBME) in pharmacology at a tertiary care teaching institution in West Bengal

Background: Competency-based medical education (CBME) in India aims to align undergraduate medical training with observable competencies, clinical application, and professional behaviours. Pharmacology is central to rational prescribing, medication safety, and practical therapeutic skills. This study assessed students’ perceptions of CBME-oriented pharmacology teaching and identified perceived implementation challenges to examine whether the approach represented a pedagogical shift or retained elements of the status quo. Material and Methods: A cross-sectional study was conducted among Phase II (second-year) MBBS students at a tertiary care teaching institution in West Bengal. Of 100 students in the cohort, 87 were present and completed a semi-structured questionnaire. Five-point Likert-scale items assessed teaching-learning methods, applied pharmacology competencies, assessment, and implementation challenges. Results: Small-group discussions were considered useful by 68/87 students (78.2%), while 64/87 (73.6%) endorsed self-directed learning. Prescription-writing exercises were considered useful for future practice by 75/87 (86.2%), and 72/87 (82.8%) viewed formative assessment favourably. However, 57/87 (65.5%) reported that reduced teaching time could limit adequate coverage, and 49/87 (56.3%) considered logbook documentation and related workload burdensome. Overall, 66/87 students (75.9%) were classified as having a positive perception according to the study’s scoring criteria. Conclusion: Students generally valued clinically oriented and applied pharmacology activities, particularly prescription writing, dose calculation, and practical demonstrations. Continued curriculum evaluation should combine student feedback with direct assessment of prescribing and other clinical competencies.

Keywords: Competency-based medical education, undergraduate medical education, pharmacology, student perceptions, curriculum implementation.