Developing Critical Appraisal Skills through Peer-Evaluated Role-Play: A Student-Centred Innovation in Pharmacology Education

Abstract

Context and Rationale: Critical appraisal of drug advertisements is a core competency in undergraduate pharmacology, essential for developing rational prescribing practices. Conventional practical sessions often foster passive learning, particularly during post-lunch hours when attention is reduced. Active, student-centred approaches are needed to sustain engagement and deepen conceptual understanding. Description of Innovation: A role-play-based activity was developed in which student groups designed and performed two-minute simulated drug advertisements for assigned therapeutic categories. The session blended creativity, pharmacological accuracy, and peer evaluation within a structured educational framework. Implementation: Sixty second-year MBBS students were organised into ten groups of six. Each group received a therapeutic category (analgesics, antiemetics, laxatives, or antipyretics) and ten minutes to prepare. Performances were followed by peer evaluation using a structured checklist, and verbal qualitative feedback was collected at the session's close. Evaluation: Students demonstrated high levels of engagement, creativity, and active participation. Peer evaluation reinforced analytical skills and encouraged reflective thinking. Qualitative feedback was uniformly positive, with descriptors such as "interactive," "enjoyable," and "refreshing" recurring across responses. Lessons Learned: Role-play is a feasible and well-received strategy for teaching critical appraisal in pharmacology. Absence of formal pre- and post-testing limits objective measurement of cognitive gain - an acknowledged limitation that warrants attention in future iterations. Incorporating validated rubrics and quantitative outcome measures would strengthen the evidence base.