A Comparative Study of An Updated Pharmacology and Therapeutics Curriculum for MBBS in Bangladesh with Previous Curriculum

Background: There have been several revisions of the medical curriculum of Bangladesh. Presently we are teaching students under two curriculum, 2012 and 2021 curriculum in Pharmacology classes. Several subject teachers highlighted issues and concerns with the newly introduced 2021 curriculum. As a fundamental preclinical discipline, Pharmacology lies at the core of medical education, providing the foundation for prescribing skills. It equips students with essential knowledge of drugs and the ability to select them rationally. Students are inadequately prepared to assimilate knowledge of drugs because, in Phase II, Pharmacology is paired with Forensic Medicine rather than being taught in parallel with Pathology and Microbiology. Pharmacology educators emphasize that this sequencing leaves students less prepared to understand drugs and their rational therapeutic applications. Materials and Methods: A questionnaire-based cross-sectional survey was done from January 1 to March 31, 2024, to deduct the perception of Phase II students and teachers regarding placement of Pharmacology with Forensic Medicine in Phase II of 2021 curriculum in Bangladesh. Students and educators were surveyed about their perceptions of the Pharmacology curriculum, including its various aspects, challenges encountered during the course, and suggestions for improvement. The questionnaire required approximately thirty minutes to be completed. Results: A total of 690 students and 57 teachers participated in the study. Among the student respondents, 54% were in the third year and approximately 45% were in the fourth year; 32% were enrolled under the 2012 curriculum, while 68% were following the 2021 curriculum. Nearly 90% of students reported that they found pharmacology classes enjoyable, and 99% considered the subject essential for clinical practice. Approximately 85% indicated that they were able to understand the topics satisfactorily as they were delivered. Less than half of the students expressed a preference for studying pharmacology alongside forensic medicine, whereas 68% favored learning pharmacology in conjunction with pathology and microbiology. Around 80% of students believed that integrating pharmacology with pathology and microbiology would improve their understanding of drug mechanisms of action and clinical indications, and 75% felt that this alignment would facilitate better comprehension of antimicrobial agents. Among teachers, the majority (87%) did not support placing pharmacology and forensic medicine within the same phase, and 85% expressed a preference for teaching pharmacology together with pathology and microbiology within the same academic year. Conclusion: The pharmacology component of Bangladesh’s undergraduate medical curriculum has been revised on multiple occasions, with notable changes in the phase-wise organization of the subject. The results of the present study demonstrate a consistent preference among both students and faculty for integrating pharmacology with pathology and microbiology within the same phase of the MBBS program, rather than separating these closely related disciplines across different academic stages. Eastern Med Coll J. January 2026 Vol.11 No.1 : 71-81