ABSTRACT
Introduction: Pharmacology quiz participants undergo training by their teachers on pharmacology which is much more rigorousthen routine pharmacology teaching program. Effect of this training for pharmacology quiz on the performance of students inthe 2nd year MBBS exams, i.e., terminal, preliminary, and university exam has not been evaluated.Methodology: Study was a retrospective analysis of scores of three exams (1st term, 2nd term, and prelim) conducted in2nd-year MBBS student in the department of pharmacology of four batches. Participators were students who had given theirnames for participation in the quiz and had undergone pre-quiz training and selected candidates were among the participatorswho got selected to take part in the final quiz. Participators were trained for the quiz. Rest of the students were considered asnonparticipators. Equal number of topper nonparticipators was chosen based on number of selected students. Marks betweenthe groups were compared with paired and unpaired t-test, Mann–Whitney U-test, and Wilcoxon Signed-rank test. P < 0.05was considered statistically significant.Results: Out of a total of 728 students, 147 were participators, 131 participated but not selected, and 16 got selected, 581 werenonparticipators, 16 toppers were selected. The theory, practical and combined marks of participators and selected students werehigher than nonparticipators and not selected students, respectively. Practical and combine marks of topper nonparticipatorswere higher than the selected students at baseline, but in 3rd term the difference was not significant (P > 0.05).Conclusion: Quiz-based teaching in pharmacology enhances performance in pharmacology