Background: The fundamentals of teaching and learning process in first year postgraduate students plays very important role in preclinical curriculum. Feedback questionnaire was used to access the benefit of teaching physiology in short duration.

Method: A feedback analysis was done after completion of basic physiology teaching modules. Descriptive statistics was used in our study. Kruskal–Wallis test and Wilcoxon test were applied using R software (v.3.2.2). P value was considered to be significant at (p<0.05).

Results: On the basis of data analysis, preference of lecture on 1st hour in the morning was 100% and 93% felt 2 hour lectures per week was adequate. Application of kruskal–wallis test on average values of Chalk & Board(C&B) with Powerpoint presentation(PPT), C&B and Overhead Projector(OHP) were found significant (p<0.00). On pairwise comparison using wilcoxon test, there was statistical significant difference between C&B with PPT and C&B (p<0.01), OHP compared to C&B  and C&B with PPT (p<0.05) and PPT compared with C&B, C&B with PPT and OHP (p<0.05). Analysis shows lecture content was fulfilling their objectives, coverage & relevance of topic was 100% while 20% felt subject was covered fast as more time to be given for clinical topics. On examining students average score was 11 out of 15 points.

Conclusion: According to students opinion major implementation to increase time duration with appropriate combinations of specific teaching methods included.