Perception of 2nd Year Medical Students Regarding Model Making as an Innovative Learning Tool in Pharmacology: A Cross Sectional Study at a Tertiary Care Teaching Hospital

Introduction: Medical education is evolving from traditional lecture-based methods to more innovative, active learning strategies. One such approach is model making, which allows students to create tangible representations of pharmacological concepts. Aim and Objective: The study aimed to assess the perception of 2nd-year medical students regarding model making as a tool for enhanced learning in Pharmacology. Methodology: A cross-sectional study was conducted among 97 voluntarily participating 2nd-year MBBS students at a tertiary care teaching hospital. Students were divided into ten groups and tasked with creating models on pharmacology-related topics. A structured questionnaire was administered after a model-making competition to assess student perceptions. Data were analyzed as frequencies and percentages. Results: Ninety-four percent of student’s perceived model making as an innovative method of learning pharmacology. A total of 90.7% agreed that it significantly improved their understanding of pharmacological concepts. Around 91.8% stated that model making enhanced their retention of knowledge, and 87.6% felt more confident in applying the concepts learned. Additionally, 89.7% of students found the learning method enjoyable, and 87.6% recommended its application in other medical subjects. Conclusion: Model making as a learning tool in pharmacology was well-received by students, who reported improvements in understanding, knowledge retention, confidence, and enjoyment. The findings suggest that integrating model-making into the pharmacology curriculum could enhance the overall learning experience and foster a more interactive, student-centered educational approach.