What question did this study set out to answer?

This study aims to evaluate the effectiveness of symposium-based learning on medical students' knowledge and practices related to rational drug use.

June 11, 2026Open Access

Inclusion of Symposium-Based Learning of Rational Drug Use for Medical Undergraduates: Evaluation of its Effectiveness and Feedback

Key Points

This study aims to evaluate the effectiveness of symposium-based learning on medical students' knowledge and practices related to rational drug use.
Quasi-interventional study conducted with 150 second-year MBBS students.
A four-hour symposium on rational drug use was organized with pre-validated questionnaires administered pre- and post-session.
Data analyzed using descriptive statistics and paired t-test.
Knowledge scores improved from 5.45 ± 1.03 to 7.02 ± 0.86 (p < 0.001).
Practice scores increased from 2.34 ± 0.61 to 4.06 ± 0.57 (p < 0.001).
Awareness saw an overall increase exceeding 300% across key parameters, with strong feedback on symposium relevance.

Abstract

Abstract Irrational prescribing continues to challenge clinical practice, and undergraduate medical students often have limited structured training in Rational Drug Use (RDU). Effective early interventions require interactive, multidisciplinary teaching approaches. This study assessed the impact of symposium-based learning (SBL) on knowledge, attitude, practice, and awareness (KAPFA) related to RDU among second-year Bachelor of Medicine and Bachelor of Surgery (MBBS) students. A quasi-interventional study was conducted among 150 students. A four-hour multidisciplinary symposium on RDU was organized, and a pre-validated questionnaire was administered before and after the session. The tool assessed knowledge (10 MCQs), attitude (5 statements), practice (5 case scenarios), feedback (7 items), and awareness (10 items). Data were analyzed using descriptive statistics and paired t-test. Knowledge scores improved significantly from 5.45 ± 1.03 to 7.02 ± 0.86 (p < 0.001). Attitude responses shifted toward stronger agreement across all statements. Practice scores increased from 2.34 ± 0.61 to 4.06 ± 0.57 (p < 0.001), indicating better application of RDU principles. Awareness showed substantial gains, with an overall increase exceeding 300% across key parameters. Improvements were consistent across all five clinical posting groups. Feedback indicated strong acceptance, with over 94% reporting the symposium as relevant and useful. SBL proved to be a highly effective educational strategy for enhancing RDU competencies in undergraduate students. Incorporating such structured and interactive methods into the curriculum may help strengthen safe and rational prescribing practices among future clinicians.

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