198A STUDY ON STUDENT’S PERCEPTION ON VARIOUS TEACHING METHODS IN PHARMACOLOGY: CROSS SECTIONAL STUDYMonotonous of Pharmacology can be halted by introducing innovative concepts in teaching learning methodologies. Student’s feedback would be of great help in understanding their mode of learning and giving them better teaching and learning options, in turn better future clinical oriented doctors down the lane. After obtaining permission from the Institutional Ethics Committee (IEC), students were given pre-validated questionnaire containing 15 questions and asked to mark single best suitable option within 10 mins. Assessment was done by using 3-point Likert scales ranging from agree, not sure and disagree. Out of 123 students, 46 (37.4%) students were male and 77(62.6%) students were female.99 (80.5%) agree that topics announced prior to the class, 110 (89.5%) agree that discussing some slides about physiology before drugs, 115 (93.5%) agree with Clinical based discussions, 96 (78.1%) agree that exam oriented discussions, 102 (82.9%) agree to involve MCQ’s with each topic, 100 (81.3%) Agree to include tutorials for special topics, 116 (94.3%) students were interested in learning emergencies, 108 (87.8%) students interested to learn drug dosing & Pharmacokinetic calculation, 106 (86.2%) students agree with drug schedule and essential drug discussion, 95 (77.2%) agree that Summary or key points given at the end of the class. Such regular feedbacks may help teachers to Chalk out the teaching curriculum and improve quality of education for undergraduate students and there by better future doctors.drmanasacr@gmail.comResearch912019Clinical based discussions, Drug schedule, Feedback, Teaching curriculum.Manasa C R,Kalpana L,Veena R MManasa C R,Kalpana L,Veena R M