Impact of Educational Intervention on Medical Students' Knowledge, Attitude and Skills in Completing the Bangladesh National Suspected Adverse Event Reporting Form: A Multicenter Approach in Chattogram

Background: Underreporting of adverse drug reactions (ADRs) remains a challenge in pharmacovigilance due to ignorance, poor attitudes, and limited hands-on training. The purpose of the study is to evaluate the impact of a practical educational intervention on the knowledge, attitude, and skills of undergraduate medical students in completing the Bangladesh National Suspected Adverse Drug Reaction (ADR) Reporting Form. Methods: This quasi-experimental study evaluated the impact of a practical educational intervention on the knowledge, attitude, and form-filling skills related to ADR reporting among 548 third-year medical students across four medical colleges in Chattogram, Bangladesh. The name of the medical colleges was anonymized and labeled as A, B, C, and D. Students completed a pretest using multiple-choice and case-based fictitious scenarios, followed by an educational intervention session on completing the Bangladesh National Suspected Adverse Event Reporting Form (Yellow Card) and then a posttest. Results: Significant improvements were observed in knowledge (p < 0.001), attitude (p < 0.001), and form-filling skills (p < 0.001) after the intervention, with the highest gains seen in students from College B. Conclusion: The findings suggest that practical training is more essential than academic knowledge to enhance pharmacovigilance efforts in Bangladesh.