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The drawback of conventional tutorials (CTs) stresses the need for a tutorial with more active participation from students. Student-led objective tutorial provides an opportunity for active learning and makes student responsible. Hence, the effectiveness of student-led objective tutorial (SLOT) with CT in teaching pharmacology for II MBBS students was evaluated in this study. Methods In this study, 157 students were divided into three groups and further allocated to SLOT and CT subgroup equally. The effectiveness of the tutorial was evaluated objectively by comparing pretest and posttest scores as well as mean scores. Results Pretest and posttest scores in SLOT were 3.343 ± 1.347 versus 4.8750 ± 1.750 and in CT were 3.2500 ± 1.690 versus 4.5781 ± 1.883, both type of the tutorials have shown the statistically significant improvement in the scores. The mean score in the SLOT group was 13.6711 ± 3.47712 compared with 12.1842 ± 3.50128 in the CT group showing statistically significantly (U = 2171.50, p = 0.008) higher score in SLOT. Feedback regarding the type of tutorial indicating SLOT was better and preferred among the students compared with CT. It is more interesting, helps in active learning of the subject, and encourages student to participate actively in learning process. Conclusion SLOT and CT both improve the learning pharmacology in II MBBS students; however, SLOT being an innovative method will help in active participation of students and increases the focus of the student on particular topic in teaching. Abstract

Comparative Study of Student-Led Objective Tutorials versus Traditional Tutorials in Undergraduate Pharmacology Teaching in an Indian Medical School