Comparative Analysis of Perception of MBBS Students on Foundation Course : A Questionnaire Based Study
DOI:
https://doi.org/10.37506/sh1z3b85Keywords:
Perception of foundation courseAbstract
Introduction: The Foundation Course was designed to provide a sound foundation for learning in the MBBS
curriculum and later in students’ professional careers. Although the document on CBME was prepared by doyens
in the medical field after years of toil, it is only natural for any program to face difficulties during the implementation
phase. Faculty members are facing new, technology-enhanced teaching methods at the institutional level, with
varied lectures on professionalism, ethics, communication, skill acquisition, language development, spirituality,
and miscellaneous brainstorming lectures to induce confidence in managing problems in medical practice.
Objective: Primary Objectives: To evaluate students’ perception of the foundation course and to evaluate the
perception of faculty members about the foundation course.
Secondary objective: To assess the gap between the foundation course program schedule and its implementation.
Materials and Methods: Study design: This was a single-center, cross-sectional, observational study conducted as
an educational design study.
Study Population: The entry batches of 2022 and 2023 were the intended population (group 1). Responses from
the entry batches of 2021 and 2020 were also taken for comparison (group 2).
Sampling technique: Total enumeration.
Method of data collection: Data was collected via a self-administered questionnaire. Feedback from all six modules
was taken using a modified Likert scale. Feedback from teachers was recorded using a different Google Form that
had modified Likert scoring and scope for individual responses.
Duration: 2 months.
Results: There was good consensus among students about all modules of the foundation course in the early
response group (group 1), with positive response rates ranging from 75% to 96%. The responses were similar in the
late response group, except for the professional development and ethics module and the language and computer
module. The difference was statistically significant (p-values < 0.016 and 0.007, all <0.05). Feedback from teachers
was also positive, with scope for modifications and suggestions for individual modules.
Conclusion: We conclude that in our study, there is good consensus among students and faculty members regarding
the perception and continuation of the foundation course. The statistics show that 80% responded positively. The
positive response rate from group 2 (2020 and 2021) was lower, as there were initial implementation hurdles in a
new medical college. With time, these hurdles were overcome, and the responses improved
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