ArticleCureus2026
Comparison of Structured and Conventional Viva Voce in Pharmacology Teaching Among Second-Year Bachelor of Medicine, Bachelor of Surgery (MBBS) Students: A Prospective Study.
Article in Cureus, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Authors and funding
5 authors.
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Abstract
Background Traditional viva voce has long been a cornerstone of student evaluation in medical education. Despite its widespread use, it is often criticized for subjectivity, variability, and lack of standardization. This study explored the feasibility of structured viva voce as an alternative assessment tool in pharmacology. Methods A prospective educational interventional study was conducted among 83 second-year Bachelor of Medicine, Bachelor of Surgery (MBBS) students as part of the Advanced Course in Medical Education (ACME) faculty development program. Each student was assessed using both traditional and structured viva formats. Scores were analyzed quantitatively, and perceptions of students and faculty were collected using a validated questionnaire comprising Likert-scale items and open-ended questions. Results The mean scores obtained in the structured viva were significantly higher compared to the traditional format (5.36 vs. 4.64; p=0.0242). Feedback analysis demonstrated that both students and faculty expressed predominantly favorable perceptions of the structured viva, citing improved fairness, clarity, and comprehensiveness in knowledge assessment. Conclusion Structured viva voce is a reliable and effective assessment modality in pharmacology education. Its implementation can enhance objectivity and improve the evaluation process compared to traditional viva voce examinations.
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