Concept Posters as a Reflective Learning Tool in the Foundation Course of MBBS Graduates: Experiences from a medical college in Andaman and Nicobar Islands, India

BACKGROUND
 The foundation course (FC) will provide a sound foundation for understanding the MBBS course. The fresh undergraduate (UG) should be aware of some basic safety principles like basic life support (BLS), biomedical waste management (BMW) & hand hygiene (HH). We wanted to access the student's knowledge about BLS, BMW and HH skills after four months of FC and their perception of the skills module of FC.
 METHODS
 A cross-sectional observational study was conducted in the Department of Microbiology, KIMS, Bhubaneswar. After four months of completing the FC, the individual student was assessed for the knowledge domain of BLS, BMW & HH by multiple-choice questions and feedback from students was taken.
 RESULTS
 Out of 150, 99 (66 %) students responded to MCQs of BLS, BMW & HH and 120 (80 %) students gave feedback to the FC. A consensus measure expressed in percentage was obtained for each item. Most of the students acquired 60-70 % of the marks. The mean, median & mode of BLS, BMW & HH were 7.23, 7 & 7; 7.94, 8 & 8; 6, 6 & 7. 75 % of students said that skill training during FC was helpful for better patient care.
 CONCLUSIONS
 BLS, BMW & HH are the essential skills; students should have a basic idea about these skills, which help them in clinical posting after years. Accounting for the feedback of students regarding the FC can be modified.

BackgroundThe Indian National Medical Council has incorporated the Basic Life Support (BLS) course in the foundation course of the undergraduate (MBBS) medical curriculum. However, medical teachers raise concerns about how training would affect the retention of Basic Life Support (BLS) abilities in the longer run. So, the current study assesses the knowledge and retention of BLS skills among first-year MBBS students over one year.MethodsWe included one hundred first-year MBBS students in our study who were trained for BLS, including theory, demonstrations and hands-on training using mannequins. Theoretical knowledge was assessed using pre-test and post-test questionnaires. At the same time, the skills were evaluated using Directly Observed Procedural Skills (DOPS) scores before, just after the training session, and again after one month, six months, and one year. Course feedback was also taken from the students after completing the sessions.ResultsThere was a statistically significant difference between pre-and post-test knowledge scores, indicating that training improved their knowledge. (p < 0.001) There was also a statistically significant difference between pre-and post-test skills using DOPS (p < 0.001). There was no significant difference in the score when DOPS was conducted at one month, but a significant decrease in their skills was seen at six months and one year when compared with the Post Skill Score. (P < 0.001)ConclusionsThe first-year medical students’ knowledge and skills were enhanced by BLS training coupled with practical sessions. Such waning skills necessitate repeating the training at periodic intervals to reinform retention of skills acquired during BLS training.

Introduction: The Competency-Based Medical Education (CBME) curriculum was introduced by the National Medical Commission (NMC) of India in 2019, aiming to bridge the gap between theoretical knowledge and practical skills among medical graduates. This study explores students' perspectives on the CBME curriculum, with a focus on foundational skills, self-directed learning, integration, ethics, and assessment strategies, as experienced by multiple cohorts at the Andaman and Nicobar Islands Institute of Medical Sciences (ANIIMS), Port Blair. Materials and Methods: A cross-sectional survey was conducted from April to May 2023 among MBBS students at ANIIMS, covering the 2019-2022 batches. A structured questionnaire was used to gather students' feedback on various CBME components, including foundational courses, learning strategies, integration, ethics, and assessment methods. Descriptive and inferential statistical analyses were performed, with Chi-square tests and ANOVA to examine the association between student responses and their year of joining. Results: Out of 144 participants, a high agreement was observed on the importance of foundational components such as Basic Life Support (100%) and Professionalism and Ethics (99%). CBME learning strategies, including Small Group Teaching and Self-Directed Learning, were positively endorsed, though batch based variations were noted. Significant differences were found in components like Small Group Teaching (p = 0.048) and assessment understanding (p = 0.015), with newer cohorts showing higher levels of comprehension and appreciation. Integration and ethics were consistently well-regarded across all batches, while challenges were highlighted in areas such as logbook management. Conclusion: The CBME curriculum has been positively received by medical students, with newer cohorts demonstrating a greater appreciation for self-directed and integrated learning approaches. However, logistical and educational barriers remain in areas like logbook management and assessment structure comprehension, indicating a need for continued curriculum refinement. This study provides valuable insights into how CBME is perceived by medical students and highlights areas for further enhancement to ensure competency-based training meets the needs of future healthcare professionals.

Background: Competency-based undergraduate curriculum has been introduced by MCI and it has been applicable since the 2019 batch of Indian medical graduates (IMG). There has been prototype move in learning from teacher centered to student centered. Aims and Objectives: The study intended to determine the attitude and feedback of Phase-II medical students regarding competency-based medical education (CBME). Materials and Methods: This research was a cross-sectional descriptive study conducted online. Phase II medical students were required to complete an online survey through a Google form. The questions requested of the participants were to be answered on a Likert scale. The survey includes information regarding students’ perceptions of the foundation course’s framework, innovations in assessment methods, additional components of medical education based on competency, and overall study population attitude scores for diverse CBME components. Results: This study involved a total of 151 medical students. Regarding the perceptions of the framework of the foundation course, where 86.7% of participants supported basic life support training, 96% of participants supported field/health center visits, 83.4% of students were happy with their time management, and 92% of participants informed early clinical exposure was beneficial. The perception about innovations in assessment methods, where 83.4% were able to understand the assessment and feedback schemes, 58% supported questions with multiple choices in the curriculum, 75.5% stated that Objective Structured Practical Examination and Objective Structured Clinical Examination practical sessions were fruitful, 77.5% felt that medical college’s first phase is demanding intellectually, and 74.9% were accepted that vertical and horizontal integration lectures are helpful. Conclusion: The majority of students showed positive attitudes and feedback toward CBME but there are certain challenges such as difficulty with theory examination time management, having to maintain separate log books for each department, and expressing relevance about sports activities during weekdays.

Background: There is provision of 1 month of foundation course at the beginning of MBBS course under competency-based medical education (CBME). Objective: The objective was to study feedback by undergraduate medical students for the foundation course under CBME. It is important to know whether the students are satisfied with the content, quality, and the way in which the foundation course is conducted. This helps in providing clues to improve the quality. As this is a new initiative, adequate data on this subject matter is yet to come. Materials and Methods: An institution-based cross-sectional study was conducted among the undergraduate batch of MBBS students admitted in 2019 at one medical college. Students who attended all sessions on all days of foundation course were included in the study. Students who have not attended all sessions (or missed even 1 session) of foundation course were excluded from the study. Out of 250 students, 134 (53.6%) had attended all the sessions on all days. The data were collected in the predesigned, pretested, and semi-structured study questionnaire. For each module, quality, content, and usefulness were scored by the students using a five-point Likert scale. Results: In the present study, we observed that with regard to the content, quality, and usefulness of all the modules, more than 90% of students were happy and satisfied over the way in which this foundation course was conducted at this medical college Conclusion: The students opined that foundation course was satisfactory. Challenges faced in conducting this program were to make all the students attend all the sessions on all days.

Background: Academic institutions throughout the globe conduct orientation programs for their students at entry level to help them adjust to the campus environment and academic programs. In India, students enter medical profession at a tender age of 17-19 years with dissimilar psychological characteristics, diverse expectations from the medical profession, and burden of various expectations from family and society. Aims and Objectives: To facilitate the transition from school phase to a professional course, the Medical Education Unit (MEU) of Gujarat Adani Institute of Medical Sciences (GAIMS) designed and evaluated an orientation-cum-foundation program for the first-year MBBS students. Materials and Methods: Three-day long orientation program and foundation course were organized by the MEU, GAIMS for the incoming first-year MBBS students of 2016-2017 batch. 112 students voluntarily participated in this cross-sectional study. Their feedback was obtained by a pre-designed and pre-validated questionnaire on a five-point Likert scale. Results: 107 students responded with the feedback about orientation program, whereas all the 112 students gave feedback on foundation course. 78% students responded positively for orientation, and 88% responded positively for foundation course. Students were largely satisfied with the program. Conclusion: Orientation and foundation program for MBBS students at the entry level, as suggested by the Medical Council of India, helps reduce students’ anxiety and boosts their confidence.

Background: The competency-based medical education new curriculum stresses on the foundation course at the beginning of the MBBS programme, with an objective to orient the students on new knowledge and skills that will aid them in adapting to the new professional environment, providing the opportunity for faculty and peer interactions and sensitisation towards various teaching–learning methods. Aims: The Aim of the study was to analyse the student’s feedback on the foundation course and to determine the level of satisfaction of the learners towards the course. Patients and Methods: This was a programme evaluation of foundation course for newly joined MBBS students in Mamata Academy of Medical Sciences, Hyderabad, Telangana, India, during December from 12th to 19th for 7 days. Results: On feedback analysis, around 90% of the students were satisfied with all the sessions and the students have expressed a high level of satisfaction towards the sessions of teamwork, leadership skills, interpersonal communication skills, Basic Life Support (BLS), first aid, field visit and Indian Medical Graduate (IMG) goals. A statistically significant difference between the mean scores of pre and post test was found. Conclusions: The overall feedback on the foundation course was satisfactory. Students have gladly received the foundation course and they were well sensitised by the topics covered and activities conducted. There was a significant improvement in their assessment scores. Thus, the impact of the foundation course will definitely help in accomplishing the goals of IMG effectively.

Introduction: The Competency Based Medical Education (CBME) Curriculum for undergraduate medical education was introduced in India from the 2019 academic session onwards. A new element of the curriculum is the one-month Foundation Course. Aim: To collect and analyse feedback from first year MBBS students regarding their experience with the one-month Foundation Course. Methodology: This study was conducted at LLRM Medical College, Meerut. The Foundation Course timetable was designed as per the guidelines given by the Medical Council of India (MCI). The sessions were attended by newly joined first year MBBS students of 2019 batch. A feedback form designed on Google Forms was used to obtain feedback from the students at the conclusion of the Foundation Course. Results: Out of the total 100 students, 66 responded to the feedback form. Respondents were overall satisfied with the sessions covered under the 6 sections. A majority of 24 respondents were of the opinion that the Field Visit sessions were the best conducted sessions. When asked for suggestions for further improvements in future foundation courses the two major themes generated were ‘Good experience’ and ‘More topics/sessions to be included’. Conclusion: The strength of the first foundation course conducted in this institution lies in its meticulous planning and implementation as well as the enthusiastic participation and positive reception by students. The feedback received from the students will be helpful in further refinement of the course for future implementation. Keywords: Education Medical Undergraduate, Feedback, Curriculum, Learning.

Background: Medical knowledge is advancing at a rapid pace in a world, where technological evolution is at an all-time high. However, the health-care system falls well short of acceptable standards when it comes to meeting patient demands. Our medical environment, on the other hand, requires conscious revamping to increase healthcare quality. Traditional training approaches are significantly lacking in this era of value-based medicine, which prioritizes quality measurement and provider proficiency. Competency-based medical education (CBME), with its emphasis on individual, programmatic and institutional outcomes, has the ability to realign medical education with this social expectation. However, CBME implementation, on the other hand, is fraught with many challenges. Aim and Objectives: The aim and objective of this article is to study the challenges in implementation of “foundation course (FC)” ofnewly launch CBME in Indian settings. Materials and Methods: The study was conducted in a tertiary care center in the specialty of advanced course in Research Methodology. This was an observational study with records of 180 participants in 2019–2020 year. The average age of group was 13–50 years. Results: One hundred and forty students and 40 teachers from various Medical Colleges had participated in the study. Around 70% participants had rated positive for the implementation of FC, while around 17% rated below average for the implementation of FC. Classes on Communication and Language (52.2%) and Computer and IT (45%) could not be taken was pointed out by the students. 35% of the students and 22.5% of the teachers pointed out that existing infrastructure is not sufficient for implementation of CBME. About 12.5% students express the concern that less study material is available on new CBME and topics included in the FC. Around 40% of the students and 17.5% of the teachers had express their concerned about time management during FC. Conclusion: The education community has begun to address the difficulties associated with implementing of CBME. Models and guidance are available to inform implementation strategies across the educational continuum, with a focus on the more efficient use of resources and technology, as well as the use of milestones and entrustable professional activities-based frameworks.

Background: Medical knowledge is advancing at a rapid pace in a world, where technological evolution is at an all-time high. However, the health-care system falls well short of acceptable standards when it comes to meeting patient demands. Our medical environment, on the other hand, requires conscious revamping to increase healthcare quality. Traditional training approaches are significantly lacking in this era of value-based medicine, which prioritizes quality measurement and provider proficiency. Competency-based medical education (CBME), with its emphasis on individual, programmatic and institutional outcomes, has the ability to realign medical education with this social expectation. However, CBME implementation, on the other hand, is fraught with many challenges. Aim and Objectives: The aim and objective of this article is to study the challenges in implementation of “foundation course (FC)” ofnewly launch CBME in Indian settings. Materials and Methods: The study was conducted in a tertiary care center in the specialty of advanced course in Research Methodology. This was an observational study with records of 180 participants in 2019–2020 year. The average age of group was 13–50 years. Results: One hundred and forty students and 40 teachers from various Medical Colleges had participated in the study. Around 70% participants had rated positive for the implementation of FC, while around 17% rated below average for the implementation of FC. Classes on Communication and Language (52.2%) and Computer and IT (45%) could not be taken was pointed out by the students. 35% of the students and 22.5% of the teachers pointed out that existing infrastructure is not sufficient for implementation of CBME. About 12.5% students express the concern that less study material is available on new CBME and topics included in the FC. Around 40% of the students and 17.5% of the teachers had express their concerned about time management during FC. Conclusion: The education community has begun to address the difficulties associated with implementing of CBME. Models and guidance are available to inform implementation strategies across the educational continuum, with a focus on the more efficient use of resources and technology, as well as the use of milestones and entrustable professional activities-based frameworks.

Introduction: The introduction of the Competency-Based Medical Education (CBME) curriculum by the National Medical Commission (NMC) in India in 2019 has reshaped medical education by integrating foundational courses, learning strategies, and assessment methods that emphasize competencies essential for modern healthcare. Unlike the traditional knowledge-centric model, CBME aims to produce well-rounded physicians equipped with clinical skills, ethical grounding, and communication abilities. This study aims to examine medical students' perspectives on the CBME curriculum, focusing on its foundational components, learning strategies, integration practices, and assessments. Materials and Methods: This cross-sectional qualitative study was conducted over April and May 2023 at the Andaman and Nicobar Islands Institute of Medical Sciences (ANIIMS), Port Blair, among MBBS students from the 2019-2022 batches. Students were surveyed using a semi-structured questionnaire addressing key CBME components. Open-ended questions were utilized to capture students' insights on CBME’s perceived benefits, challenges, and improvement suggestions. Thematic analysis was applied to identify recurrent themes, offering a comprehensive understanding of student experiences within the CBME framework. Results: Feedback revealed high student appreciation for foundational components, notably Basic Life Support and ethics. Recommendations for new curriculum elements included mental health support, interactive learning formats, and direct patient exposure. Common challenges cited were the extensive logbook requirements and lengthy assessments. Notably, students suggested restructuring self-directed learning (SDL) to include more guidance and advocated for case-based, scenario-driven assessments over traditional formats. Integration practices were valued, though students expressed a need for alignment between subject teachings and integrated sessions to maximize holistic learning. Conclusion: This study highlights a generally positive reception of the CBME curriculum, with specific areas identified for enhancement, including reducing administrative burdens, incorporating more practical learning activities, and adjusting assessment formats. Student feedback underscores the curriculum’s strengths in fostering competency but also suggests the need for flexibility and responsive updates to meet evolving educational demands.

Background: First-year MBBS students often face significant stress due to a demanding curriculum, transition to a professional course, and high academic expectations. This stress can negatively impact academic performance, particularly in students who require additional academic and emotional support. Structured mentorship may serve as a supportive intervention to help these students cope more effectively. The aim is to evaluate the effect of a structured mentorship program on stress reduction and academic performance improvement in first-year MBBS students who require special attention. The setting and design a prospective interventional study was conducted among 80 first-year MBBS students in a medical college. Students identified as needing academic or emotional support were enrolled and followed for seven months under a faculty-led mentorship program. Material and Methods: Pre- and post-intervention data were collected using the Perceived Stress Scale (PSS-10), a customized Academic Stress Scale for MBBS students, and academic performance records (internal marks). Additional feedback on study habits, time management, and motivation was gathered through structured questionnaires. Statistical analysis used paired t-tests were used to compare pre- and post-intervention scores for stress and academic performance. A p-value &lt;0.05 was considered statistically significant. Results: There was a statistically significant reduction in perceived and academic stress scores post-intervention. Academic performance showed notable improvement in most students, with enhanced motivation and better time management practices. Conclusion: Mentorship proved to be an effective strategy in reducing stress and improving academic outcomes among first-year MBBS students needing special attention. Institutional implementation of structured mentorship programs is strongly recommended. Keywords: Mentorship, Medical education, Academic performance, Student stress, Remedial education.

Background: The Foundation Course (FC), mandated by the National Medical Commission, was introduced in the Competency-Based Medical Education (CBME) curriculum for students admitted from 2019. It aims to familiarize students with the medical college environment, improve patient care skills and foster communication skills. This study evaluates its effectiveness for the first batch of Indian Medical Graduates (IMG) using the CIPP Model. Objectives: 1. Assess the FC's relevance and alignment to student needs. 2. Evaluate resources and teaching methods. 3. Analyse course delivery effectiveness and student engagement. 4. Determine the long-term impact on IMG competencies. Methods: A questionnaire-based study involving 118 IMGs in their Compulsory Rotatory Internship in a medical college in northeastern India done in 2024. Results: The FC was moderately relevant (mean = 3.12), with medical ethics training rated highest (mean = 3.58) and clinical skills training lowest (mean = 2.77). Course materials and faculty were adequate (median = 3.5), but students desired more interactive methods. Course structure received positive feedback (mean = 3.92). Digital tools received moderate feedback (mean = 3.65). The FC helped in transitioning to the MBBS curriculum (mean = 3.89), with communication (85.7%) and basic clinical skills (72.3%) identified as the most gained competencies. A strong correlation (r = 0.67) was found between course relevance and internship competency. Conclusion: The FC demonstrated moderate effectiveness, especially in communication and medical ethics, supporting students’ transition into the MBBS curriculum. Further refinement is needed to achieve CBME objectives and enhance long-term impact. &nbsp;

To assess and compare the knowledge about adult basic resuscitation amongst interns completing their internship and 1 year MBBS students who underwent three day hands on training in BLS during their foundation course. It’s a cross-sectional observational study using a questionnaire comprising of 19 questions to assess the knowledge of BLS among interns completing their internship and 1 year MBBS students who underwent BLS training during their foundation course. Majority of the medical students knew that BLS can be performed both outside and inside the hospital settings. (96.1% vs 77%, P =0.001) Knowledge about BLS was poor amongst both the groups. 40 interns (55.4%) had scored ≥ 60% whereas 65 medical students (63.5%) had scored ≥60%. (P value 0.21) indicating comparable knowledge about BLS amongst both the group. Self-grading of knowledge about BLS was better amongst medical students (P=0.001). 37. 8% of interns and 21.6% of medical students had expanded the terminology AED correctly indicating poor knowledge about defibrillation and defibrillator amongst both the group. Difference was not significant (p = 0.220) Also medical students knowledge about Heimlich maneuver was poor (52% compared to 70.3% amongst interns) indicating the poor retention of knowledge amongst medical students. Knowledge about BLS among medical students who underwent training during foundation course was same like that of interns who studied the earlier curriculum and was poor, hence needs inclusion of periodic revision of the knowledge about BLS in the curriculum.

Introduction: Medical Council of India has revised the undergraduate medical curriculum by introducing “Competency-based Medical Education” which emphasizes the foundation course of one-month duration. This period is said to be essential for students to get acclimatized to the new college environment. The present study evaluated the first one-month foundation course from students and faculty members’ point of view.Methods: The present study was program evaluation. The study participants were all 150 first year medical students joining the college and preclinical department faculty in the academic year, 2019-20. The foundation program was pre-planned and implemented as per the Medical Council of India guidelines. The program was evaluated using a pre-designed questionnaire where the items were aligned with the research question and inputs were obtained from all faculty members. Kirkpatrick framework level 1 was used for evaluation. Feedback was received from the faculty members by force field analysis and from student’s using a five-point Likert scale. A summative approach to the qualitative content analysis was done to identify certain themes from the text data and infer meaning for the force field analysis obtained from the faculty. Considering the high rating for most of the sessions, we arbitrarily considered values above 75% to reflect good consensus and below 75% to reflect poor consensus. Consensus measure expressed in percentage was obtained for each item. The quantitative data were analyzed using open Epi info version 7.0.Results: The consensus scores ranged from 73.7 to 83.3 percent. The sessions on learning styles, student support system, self-directed learning, communication skills, medical ethics, soft skills, and orientation to health systems in India reflected good consensus, indicating that these sessions were well received by the students. Other sessions like stress management, interpersonal skills, presentation skills, email writing and ethics for mobile usage reflected poor consensus, implying the need for further improvement. As per the faculty perception, good coordination, teamwork, and proper planning at interdepartmental and intradepartmental levels were the key features for the successful implementation of the course.Conclusion: Overall, the sessions in the foundation course were well received by the students. As felt by both students and faculty, more interactive sessions need to be incorporated. The major strength of the course was the skill module, visit to special school, and field visit to the community and primary health center. The findings will help us to improve our next year foundation program to meet the purpose of the Foundation course.