Early clinical exposure – Effectiveness and attitude among MBBS students

Abstract

Background: In the traditional method, students learn theory without contacting patients in the initial part of MBBS. Early clinical exposure creates a scope for students to correlate basic science and clinical application. Hence, there is a need to study the effectiveness of different forms of early clinical exposure (ECE). The objectives of the study were to compare the knowledge acquired and attitude toward ECE by the students after different forms of ECE. Methodology: An observational study was done with 1st-year MBBS (n = 150) students. Based on the National Medical Council (Then Medical Council of India) II ECE document for undergraduate medical education programs, 10 topics were selected. The first six ECE sessions were conducted in the classroom, the next two at the hospital, and the last two virtually. Phase-validated structured multiple-choice questions (MCQs) and feedback were given to students before and after every ECE. The MCQ scores and feedback conducted in three forms were statistically analyzed. Results: There was a notable disparity in the mean between pre- and posttest. The mean scores of the virtual mode were better than the other two forms. As per the feedback analysis, most of the students observed ECE aid to clear conceptualization, critical thinking, and correlate anatomical basis in clinical cases. However, students also felt that it is too early to understand the topic in such detail in 1st year. Conclusion: This longitudinal study on ECE showed there is an increase in the knowledge and analytical skills of students. Hence, we recommend continuing ECE and to have a blended learning environment along with limited content to be included for a better outcome.

Keywords

• anatomy
• competency-based medical education
• early clinical experience
• syllabus