Curricular reforms: A mixed method study to identify perceptions of students and faculty regarding implementation of Foundation course in 1st year MBBS in an Indian medical school.

Document Type : Original Article


1 Department of Pharmacology, Government Medical College, Ratlam, Madhyapradesh, India

2 Department of Pharmacology, Pramukhswami Medical College, Anand, Gujarat, India

3 Principal Investigator, Women Scientist Scheme-B under Department of Science & Technology, Department of Pharmacology, Government Medical College, Ratlam, Madhyapradesh, India


Background: The year 2019 witnessed   major curricular reforms in terms of launching Foundation Course (FC) by National Medical Commission (NMC) as a part of CBME (Competency Based Medical Education). Feedback from various stakeholders in medical education can register its merits and demerits. This study aimed to explore perceptions of   students and faculties of 1st year MBBS, regarding implementation of FC.
Methods: A mixed-method study was employed immediately as post implementation of FC using a structured questionnaire and a focus group interview to report perception of students and faculties. Study was conducted in Government medical college & Hospital, Ratlam, Madhypradesh India in September month of 2019.
Results: Majority of students i.e. 92.13 % felt, that FC orientation module helped them acclimatize to new environment and helped them engage with peers and   faculties. 91.01%   were sensitized to importance of professionalism and ethics in medicine.92.68% reported an enhancement in their communication skills, 83.70% mentioned its help in   stress management, 88.19% to 92.69% found reflective writing as an interesting exercise. Overall 87.00% graded FC as beneficial and a good program. Besides these sessions, an essential computer learning skills, community health care visit, sports, and extracurricular activities were appreciated. In addition, medical students gave mixed reviews on problems like   duration of FC, didactic teaching, and language barriers in terms of English and local.
Conclusions: FC provides a roadmap from a knowledge centric curriculum towards a competency based performance centric curriculum. Facilitating and nurturing such programs can play a pivotal role in fostering holistic development of students.


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