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Newer Pedagogical Methods for Teaching and Learning in Pharmaceutical Education

1, 1, 2, 2, 3, 4, 5, 1, 1

  1. 1Department of Pharmaceutical Analysis, KLE College of Pharmacy, Belagavi, KLE Academy of Higher Education and Research, Belagavi, Karnataka, INDIA.
  2. 2Department of Pharmaceutical Chemistry, KLE College of Pharmacy, Belagavi, KLE Academy of Higher Education and Research, Belagavi, Karnataka, INDIA.
  3. 3Department of Pharmaceutics, KLE College of Pharmacy, Belagavi, KLE Academy of Higher Education and Research, Belagavi, Karnataka, INDIA.
  4. 4Department of Pharmaceutical Quality Assurance, KLE College of Pharmacy, Belagavi, KLE Academy of Higher Education and Research, Belagavi, Karnataka, INDIA.
  5. 5Department of Pharmacy Practice, KLE College of Pharmacy, Belagavi, KLE Academy of Higher Education and Research, Belagavi, Karnataka, INDIA.

CORRESPONDENCE

Shailendra Sanjay Suryawanshi

Department of Pharmaceutical Analysis, KLE College of Pharmacy, Belagavi, KLE Academy of Higher Education and Research, Belagavi, Karnataka, INDIA.

shailendrasuryawanshi@klepharm.edu

Received: 22-12-2025; Revised: 19-01-2026; Accepted: 09-03-2026.

Volume 60, Issue 3 · pp. 937-945 · 2026 · DOI: 10.5530/ijper.20263402

ABSTRACT

Pharmaceutical education has undergone a paradigm shift from traditional didactic instruction to more interactive, learner-centered approaches. This review explores modern pedagogical methods and presents real-world case studies demonstrating their application in pharmacy education. Lecture-based learning was shown to enhance foundational knowledge delivery, while inquiry-based and project-based strategies improved problem-solving and research aptitude. For instance, kinesthetic learning in medicinal chemistry practicals led to better retention of synthetic pathways, and game-based tools increased engagement in heterocyclic chemistry. Peer-assisted teaching boosted comprehension of molecular docking concepts, as reported through positive student feedback. Technology-driven tools like Molsoft enabled students to apply theoretical principles in drug-likeness prediction exercises. These methods, supported by qualitative observations and student performance reflections, collectively indicate improved engagement, critical thinking, and real-world readiness. The findings emphasize that integrating active learning, interdisciplinary collaboration, and hands-on activities can significantly enhance pharmaceutical education outcomes.

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    Suryawanshi, S. S., Palled, M., Maste, M., Bhandurge, P., Patil, A., Sharrannavar, B., Bhandari, R., Bandekar, S., & Patil, A. A. (2026). Newer Pedagogical Methods for Teaching and Learning in Pharmaceutical Education. Indian Journal of Pharmaceutical Education and Research, 60(3), 937-945. https://doi.org/10.5530/ijper.20263402

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    © 2026 Author(s)

    This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 License, which permits unrestricted use, distribution and reproduction in any medium, provided the original author and source are credited. CC BY 4.0