Status of Research in Education in Pharmacology: The Indian Scene During the last five years

  • Nirmala N Rege Department of Pharmacology & Therapeutics, Seth GS Medical College & KEM Hospital, Parel, Mumbai 400 012
  • Raakhi K Tripathi


The medical knowledge-flow has moved on from the conventional classrooms to virtual classrooms and flip classrooms. Many academicians in past have tried to innovate in the area of medical education to keep up with the ever increasing gap between quality of medical education and recommended teaching learning methods. Authors accessed various medical databases such as PubMed, Google Scholar, Embase, Scopus, Index Copernicus to find out the research studies undertaken in pharmacology education in India during last 5 years (2012-2017). It was found that the researchers from India have implemented various novel and diverse teaching-learning methods such as crossword puzzles, ‘E-learning’ modules, active learning modules, pre-lecture assignments, poetry, casebased learning (CBL), role-plays, seminars, etc. to arouse interest in the subject and knowledge retention. There were research projects focused on assessment including development of blue printing, and implementation of OSPE, structured oral examinations, etc. Review articles attracted attention to the prevailing, pan-India confusion regarding use of animals for demonstrations and examinations for pharmacology. Evaluation of pharmacological programmes reported additions or alterations that are needed to be made pertaining to the objectives, teaching methodologies, assessment strategies of the current undergraduate and postgraduate pharmacology curriculum. Medical educators have tried, at institutional level, to innovate and incorporate relevant changes to the teaching methodologies, assessment and curriculum, however these efforts are individual and not comprehensive.  Systematic and robust research programs are warranted to identify and address the lacunae/ deficiencies in present pharmacology curriculum implementation.