Objective: To compare the academic performance of 2nd Prof MBBS students after exposure to gamification-based learning versus small group discussions in Pharmacology. To assess student and faculty perceptions regarding gamification based learning and small group discussion. Methods: 150 students studying in 2nd prof MBBS in Pharmacology department were randomly assigned to two equal groups. All students were made to take a pre-test comprising of 20 MCQs to assess baseline knowledge. Both groups were taught same topics of Pharmacology, one by gamification based teaching and other by traditional small group teaching. At the end of four sessions, all 150 students were made to take a post-test comprising of 20 MCQs, which was same like pre-test. A validated questionnaire was circulated amongst students and faculty to analyse their perception regarding gamification based learning and small group discussion. Results: Statistical analysis was done by paired t test. Questionnaire was analysed on 5-point Likert scale. Conclusion: Gamification based teaching is better than traditional small group discussion.