MBBS Students Research Articles

A Comparative Study to Assess the Study Habits and Academic Performance among Day Scholars and Hostellers in First Year Mbbs Students

Background: A comprehensive comprehension of students' study habits is of utmost significance for educators in facilitating their academic pursuits. Objective: To determine, assess and compare the study habits and the academic performance among day scholars and hostellers. Materials and Methods: The 1st year MBBS students who were consented to participate in the study were given a structured self-assessment questionnaire developed and standardized by Palsane and Sharma. Palsane and Sharma Study Habits and Inventory (PSSHI). The self-assessment skills tool has six categories. Each domain consists of five statements, resulting in a total of 30 statements within the tool. The academic performance of the students was assessed by separate exams with a maximum score of 100 with 50 being the pass mark. Results: The mean PSSHI scores among day scholars and hostellers were 210.58 ∓ 5.8 and 196 ∓ 4.5 (p=0.01) ,and the mean academic performance scores among day scholars and hostellers were 61.25 ∓ 6.2 and 56.2 ∓ 5.6 respectively (p=0.02). This parity in performance indicated that study habits and academic performance are better among the day scholars as compared to hostellers. Conclusion: PSSHI scores and internal marks were significantly higher among the day scholars as compared with the hostellers (p=0.01; p=0.02 respectively).

Exploring The Scope of Participatory Rural Appraisal in Family Adoption Program for MBBS Students in India

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Association of blood pressure with frequency of different blood groups and body mass index among medical students.

Objective: To determine the association of blood pressure with frequency of different blood groups and body mass index among medical students. Study Design: Cross-Sectional study. Setting: Ameer-ud–Din Medical College /Postgraduate Medical Institute, Lahore, Pakistan. Period: May 2022 to August 2022. Material & Methods: Comprised 105 healthy both male and female medical students of 1st year and 2nd year MBBS. Participants were divided into groups following ABO blood grouping and body mass index criteria. Blood grouping was done by using conventional slide method. Manual auscultatory method consisting of mercury sphygmomanometer was used for estimation of blood pressure. Blood Pressure of female students was measured during follicular phase (days 7-11) of menstrual cycle to exclude role of emotional state and endocrinological factors for causing variation in blood pressure. Data was analysed by using SPSS 26. Results: There were 105 students with an overall mean age of 19.7±1.2 years. Blood group B&O found most predominant with equal prevalence of 35(33.3%). Prevalence of prehypertension among our study subjects was found 17.4%. Mean systolic, diastolic and mean arterial pressure were not found statistically significant among blood groups; p values 0.39, 0.28 and 0.25 respectively. No statistically significant difference of pre hypertensive subjects (n=18) were noted among ABO blood groups. (p=0.201). Statistical analysis showed significant association of DBP and MAP with BMI, p=0.014 and p=0.011 respectively. 38.5% of obese subjects were found prehypertensive. Highest percentage of obese subjects with pre-hypertension was noted among blood group O. Among underweight and normal weight subjects highest of pre- hypertensives were found to have blood group AB., but no significant association of pre-hypertensive subjects among different groups of BMI (p=0.184). Conclusion: B&O blood group were found predominant with equal prevalence. No statistically significant association of prehypertensive subjects were found among different ABO blood groups and different groups of BMI.

Whole task simulation in surgical training: A hybrid method of teaching undergraduate medical students

Background: The current Competency-Based Medical Education (CBME) curriculum practiced in India accentuates that medical graduates must demonstrate competency in safely diagnosing, investigating, and managing clinical presentations across both community and secondary care settings. Therefore, there is a need for more hybrid teaching methods that simulate real situations. This approach will help newly qualified doctors gain confidence and prepare them for the future. We used the whole task simulation method to teach them one of the most common surgical problems i.e., breast cancer along with communication skills, professionalism, Interprofessional teamwork, asepsis, and safe surgery practices. Methods: The study enrolled 20 final-year MBBS students through purposeful sampling. Following classroom-based teaching on a Breast case, a simulated scenario was given, based on SECO (The Safe and Effective Clinical Outcome) design, and was modified with the addition of a simulated operating room setup. History taking, examination, ordering investigations and interpreting them, pre-operative counseling and consent and operation theatre scenario was done using standardized patient and mannequins. Pre- and post-simulation survey was conducted. Quantitative data were collected through Google Forms to assess their conceptual knowledge and qualitative data by Focused group discussions. Results: Students preferred a shift to this hybrid method of learning in a simulated environment over classical classroom-based teaching. They all felt that getting involved in a real-life situation helps in understanding surgical management better. They also understood the concept of teamwork and effective communication. "I feel it’s the best way to learn clinical medicine. No amount of literature could ever replace the knowledge we get from being in the scenario", was one of the responses given by the participants. Conclusion: Integration of surgical simulated clinics along with the operation room (OR) set up into the undergraduate curriculum could facilitate the acquisition of clinical skills actively and interactively. Such a hybrid method of teaching is an effective tool for teaching communication skills, professionalism, interprofessional teamwork along clinical skills.

Difficulties faced by Medical Students of Southern Punjab in E-Learning during COVID-19. A Cross-Sectional Study

Introduction: Amidst the challenges imposed by the COVID-19 pandemic, this cross-sectional study investigates the specific difficulties encountered by medical students in southern Punjab while navigating the realm of e-learning in their academic pursuits
 Objective: The primary objective of this study was to ascertain the challenges faced by MBBS students in southern Punjab while participating in e-learning throughout the COVID-19 pandemic.
 Methods: In May 2020, a cross-sectional study was undertaken during the first wave of COVID-19 lockdown among third and final-year MBBS students attending E-learning sessions. The sample comprised 32 male and 43 female students, totaling 85 in the third year and 18 in the final year, with a targeted response rate of 75 to achieve a 95% confidence interval.
 Results: The study findings reveal that a significant proportion of participants, comprising 66%, faced challenges in online classes owing to connectivity issues arising from their residency in less developed regions of southern Punjab. Forty percent of students did not face any difficulties during E-learning. These findings indicate that a noteworthy percentage of students, accounting for 60%, possess a negative perspective concerning online classes. 
 Conclusion: Our study participants didnot prefer E-learning, with many reporting internet connectivity issues, particularly those from southern Punjab. We thus recommend that the administration and faculty consider implementing asynchronous e-learning activities to enable students in less-developed areas with poor internet connectivity to benefit from online learning.
 Keywords: Distance Education, Online Learning, COVID-19, Medical Students

Perception of Undergraduate Students about Bedside Teaching: Experience at a Private Medical College

Introduction: Bedside teaching is an essential tool for clinical skill demonstration in undergraduate medical education. Recently, a shift away from bedside teaching has been seen, which can lead to a decline in students' clinical performance.Objective: To understand the student perception of bedside teaching among undergraduate medical students in their fourth and final year of MBBS.Methods: A cross-sectional study was done using an online Google form of a validated questionnaire after getting permission from authors from 4th and 5th-year MBBS students of Sharif Medical and Dental College, Lahore, in March 2023. The questionnaire tested the four domains, which included the physical environment and the patient’s comfort and attitude toward the patient, the teaching task of the teacher, and group dynamics. Each domain has further 5, 7, 9, and 4 questions using a Likert scale ranging from strongly agree to strongly disagree. Results: The age range of the participants was between 20 and 25. The response rate was 90% for 4th year and 93 % for the final year. The adequacy of the space and the noisy place were barriers in the physical environment. Patient comfort, attitude toward the patient, and bedside teaching ethics were followed adequately. Conclusion: Bedside teaching is an important skill to enhance clinical skill practice, communication skills, and management skills. The decline in bedside teaching can compromise patient management skills for future doctors. Appropriate steps should be taken to rectify the barriers to adequate provision of BST.

Perception of Medical Students Toward the Impact of Online Education on their Academic Performance and Emotional Wellbeing

Introduction: Online education was used to some extent in all fields before COVID 19 pandemic. Its use has markedly increased during the pandemic, with a major shift from traditional teaching methods to online and hybrid teaching. Due to advancements in medicine and technology, the use of e-learning and artificial intelligence in health education is compulsory. 
 Objective: This study aims to determine the perceptions of medical students toward the impact of online education on their academic performance and emotional well-being.
 Methods: A 31-item questionnaire was devised on Google Forms and disseminated through WhatsApp groups of the fourth- and final-year MBBS students of Allama Iqbal Medical College. The survey was administered from April 4th, 2023, to April 30th, 2023. The questionnaire consisted of mixed-style questions. The medical students were asked about their perceptions of online education and its impact on academic performance and emotional well-being. Results: More than 50 percent of students reported a positive impact of online education on their academic performance, but it negatively affected their practical skills. Many students experienced anxiety, stress, and difficulty focusing during online education. A significant difference is observed due to student status and residential status in their academic performance and emotional well-being.
 Conclusion: Students have positive perceptions of their academic performance in terms of formative and summative assessment scores but experience negative effects on their practical skills. It is associated with various degrees of emotional disturbance, including stress, anxiety, less motivation, and an attention deficit.
 Keywords: Online Education, Academic Performance, Emotional well-being

Quality of Sleep among Final MBBS and Final Year Engineering Students: A Comparative Study

Quality of Sleep among Final MBBS and Final Year Engineering Students: A Comparative Study

Perception of Indian medical students regarding introduction of early clinical exposure

The Medical Council of India (MCI) has stressed the necessity of Early Clinical Exposure (ECE) for a better understanding of preclinical medical subjects. However, its implementation at the medical college level in the current Indian scenario is a big challenge due to the large classroom strength and smaller number of faculty in preclinical subjects. The aim of this study to introduce ECE in physiology at our medical college, we planned an ECE session on anaemia and recorded the students' perceptions regarding the same. We conducted an ECE session on Anemia designed by the subject experts of the Physiology and Medical Education Unit (MEU) faculty of our institute. We conducted a cross-sectional survey among MBBS students of 2019 batch using a pre-validated questionnaire via online Google form to capture their perceptions regarding the ECE session. After exclusion, a total of 127 responses from medical students were included for data analysis. The majority of the students responded that the overall format of the ECE session was appropriate and that the session was helpful to them in the clinical application of their knowledge about Anemia. More than 75% of students opined that the ECE session made basic science learning more interesting and they felt motivated to read further on the topic. About 80% of students preferred ECE over traditional teaching. In conclusion, Students find ECE to be interesting, motivating, and helpful for the clinical application of basic science knowledge into clinical practice. Hence, ECE should be conducted more frequently and more topics should be taught by ECE at all medical colleges.

Evaluating the Effectiveness of Paper Modelling as an Active Learning Approach in the Musculoskeletal Module for the MBBS Students

Evaluating the Effectiveness of Paper Modelling as an Active Learning Approach in the Musculoskeletal Module for the MBBS Students

Gender Correlation of Stress in Mbbs Students in Relation to Covid 19 Pandemic

Objective: Since December 2019, the COVID-19 pandemic has posed a substantial threat with its associated high mortality, infection, and risk of psychological stress. A large number of students were affected because of a prolonged break from academic activities and staying at home. The focus of this study is to understand the stress levels of M.B.B.S. students, any psychological imbalances, and their major hurdles during the COVID-19 lockdown. Methods: The study was designed to determine the prevalence of stress levels in 150 medical students to explore the sources of stress, 64 were male students and 86 were female students & it ‘s relationship across the male and female students. Demographic information and Qualitative data from investigator tailored Medical Student Stress Questionnaire (MSSQ) by self-rating under supervision of investigators were subjected to analysis. Results: We observed that medical students were generally stressed during lockdown and the pandemic. Stress perceived was more in males’ students 49/64(76.5%) as compared to females 51/86(59.3%) and their MSSQ index score was significantly different. Moderate to high academic stress was present among 79% of students more so in males with the academic domain score significantly different from that of females. Females perceived more stress in inter personal domain (12.7%) with the score significantly different from males. Group and Teaching stress was equally present in males and females. Conclusion: During the pandemic, students’ mental health needs to be continually monitored as they are stressed owing to fear as well as about their studies and future careers.

Use of Badges as Achievements to Enhance Online Learning

Background and Aim: Digital badges are electronic symbols used as microcredentials to document achievement or skills mastered such as course completion, professional development participation, or training completion. The use of digital badges is trending upward in higher education. This study was undertaken for digital badge creation and implementation and investigated the effects of a digital badge system, on three aspects of undergraduate learners: levels of intrinsic motivation, participation in online learning, and general attitudes toward digital badges. This study aimed to implement digital badges for online learning by medical undergraduates and evaluate student perception regarding digital badges. Materials and Methods: A study was conducted on 150 students of 1st MBBS 2020–2021 batch. WordPress platform was used to design website with additional plugins for registration, discussion forum, and achievement badges. Students were sensitized to digital badge system. Students gained points for posting replies to online discussion, viewing content and clarifying doubts, answering quizzes, and online submission of assignments. Using the points scored, a scale was designed for awarding badges. Student feedback on Likert scale and perception regarding satisfaction, and motivation toward academics by digital badges were collected and analyzed. Results: Participants had positive perceptions of the badges, finding them authentic and innovative. The respondents agreed that digital badges helped to set goals and motivated to achieve these goals. Most students who earned digital badges agreed that badges helped increase their confidence in course material (78%), focus on specific learning objectives (65%), look deeper into course competencies (71%), and motivated to attend online classes regularly (83%). Conclusion: The digital badges were positively received by students who commented favorably about digital badges in their learning. Digital badges were perceived by students as a positive adjunct to learning and may provide a novel mechanism to enhance online learning.

A Study on Assess and Correlations between Eating Attitudes, Body Image Perception and Self-esteem in Medical Students of Mumbai

Abstract Introduction: Adolescents and young adults place significant value to appearance. Medical students are likely to be vulnerable to dissatisfaction with appearance and maladaptive eating attitudes. Aims and Objectives: This study was designed to study the eating attitudes, body image perception, and self-esteem in MBBS students and their correlations with each other and with body mass index (BMI), to identify students at risk and possibly plan measures for intervention. Methodology: A study was conducted on 700 medical students (including interns), with electronic questionnaires assessing sociodemographic data, eating attitudes, body image perception, and self-esteem. Using the Chi-square tests and t-tests, the parameters were studied and correlations using Spearman’s rank correlation were established. Results: Students with a higher BMI were at a greater risk of eating disorder (ED), higher concerns with body perception, and lowered self-esteem. Those with a higher risk of ED were associated with body dissatisfaction and lower self-esteem. Body image distortions were associated with low self-esteem. Conclusions: ED risk is associated with body dissatisfaction and lower self-esteem in medical students. Future studies are required to establish this relation.

Evaluation of the foundation block of first year MBBS curriculum in a medical college

Introduction and Aim: The National Medical Council of India (NMC) has updated the undergraduate medical curriculum by establishing "competency based medical education," which focuses on a one-month foundation course. This time is thought to be crucial for students to adjust to their new college surroundings. The purpose of this study was to assess the initial one-month foundation course from the perspectives of students. Materials and Methods: A total of 150 first year MBBS students joining the college in the academic year 2020-21 were included in the study. Therefore, all students’ means universal samples were included in the study. The core curriculum was meticulously organised and carried out in accordance with the National Medical Council of India's recommendations. Students provided feedback using a five-point Likert scale. Before the final study, we conducted a pilot study for assessment of the reliability of the scale by taking convenient samples and reliability coefficient was found to be 0.8769. Overall recommendations were solicited, and the outcomes were analysed using feedback from students. It calculated the percentage of students who responded. The data were analysed by using statistical software i.e., SPSS version 20.00 with simple frequency and percentages. Results: The percentages of students who agreed and strongly agreed on something ranged from 77.14 to 90.92 percent. All the sessions are positive feedback given by students who strongly agree and biosafety, E-learning, language, and biomedical waste management needed improvement in the module. Good collaboration, teamwork, and thorough planning at the interdepartmental and intradepartmental levels, according to the faculty, were vital elements for the course's successful implementation. Conclusion: The foundation course sessions were generally well welcomed by the students. The findings will aid us in improving our foundation programme for the following year to accomplish the goals of the foundation course.

Impact of COVID-19 on Academic and Psychological Aspects in Students of Medicine: A Cross-Sectional Study.

Background The COVID-19 pandemic has caused a devastating disruption in medical education worldwide. The influence on training, mainly for undergraduate MBBS pupils, has been noteworthy, especially the significant and unexpected shift to online learning. Materials and methods We performed a two-month, cross-sectional study from June to August 2022 at Kasturba Medical College in Mangalore, India. The study participants were second- and third-year MBBS students at Kasturba Medical College. The sample size was 319. We collected data using a pre-structured, validated, printed questionnaire, then coded and entered the data into SPSS Statistics for Windows, version 25.0, for interpretation. Results A total of 319 people took part in the study. Of these, 60.2% were females, 39.4% were males, 71.8% were from the batch of 2019-2020, and the remaining 28.2% were from the batch of 2018-2019. Among the participants, 90 students suffered from COVID-19, including 72.7% (n = 65) from the second year. Twenty-four percent of the population did not contract COVID-19, including 88 from the second year. A total of 153 participants were unsure whether they were infected with COVID-19, including 57.5% from the second year and 42.5% from the third year. The study group's p-value of <0.0001 is statistically significant. On multivariate analysis, 54.5% of the study participants said the pandemic caused a significant disruption to their medical education. A majority of students (51.7%) agreed that the pandemic hampered practical/clinical work; 42.9% of participants somewhat disagreed that the pandemic hampered their interest in pursuing medical education in the future; and 21.9% of students said the pandemic hindered their interest in further studying medicine. Regardless of gender, a majority of the participants (78.1%) felt that online education negatively affected their time management skills and ability to cover the syllabus. Nearly half (46.4%) reported proficiency in using electronic devices. The medical students encountered multiple challenges: approximately 88% indicated that anxiety over the possibility of contracting the disease led to changes in personal behavior and interactions with family and friends. The study also revealed that 71% exhibited anxiety traits, and 11% displayed depressive symptoms, which may have been pre-existing. Furthermore, 77.1% of the participants experienced poor sleep quality, which, according to another study, is a significant predictor of depression and anxiety during COVID-19. Our findings show a significant correlation between undergoing COVID-19 testing and increased anxiety and stress levels among students, most of whom were infected during the pandemic's second wave in India. Conclusion The study has shed light on the effect of the COVID-19 pandemic on MBBS scholars and the students' reactions to this unparalleled situation. This aligns with Sustainable Development Goal 3, which focuses on "good health and well-being." The medical community has been significantly impacted by the pandemic due to its frontline position, and medical students' struggles to thrive academically. The knowledge gained from this study will assist facilitators and students of the medical fraternity in carrying out effective teaching modalities during this pandemic and any future outbreaks.

Reducing Stress and Anxiety in First-Year Undergraduates Through Biofeedback-Assisted Relaxation Training.

Background:College students face many stressors daily, often resulting in psychological challenges such as heightened anxiety and depression. Biofeedback is becoming aware of and learning to modify the body's physiological functions. This study aimed to evaluate the efficacy of biofeedback relaxation training in mitigating stress and anxiety levels among medical undergraduates. Methods:This pretest-posttest control group design study was conducted following the ethics committee's approval. The study selected first-year MBBS students based on their elevated stress and anxiety scores and divided them into intervention and control groups. The study involved subjecting the intervention group to 10 sessions of biofeedback relaxation training, while the control group was not given any treatment. Stress and anxiety levels were assessed before and after the intervention of 10 to 12 weeks using the Perceived Stress Scale-14 and Cognitive Test Anxiety Scale. Results:The study involved 93 students, with 47 of them in the intervention group and the remaining 46 in the control group. After biofeedback, the intervention group showed significantly lower stress and anxiety scores than the control group. Conclusion:Biofeedback training effectively reduced stress and anxiety levels among undergraduate medical students. Biofeedback techniques can be implemented in college settings to support student mental wellness.

Nomophobia and Its Association with Stress and Coping Styles among Undergraduate Students of a Medical College in New Delhi: A Brief Analysis

Abstract Background: Nomophobia or “No Mobile Phone” phobia is the fear of being detached from one’s own mobile phone. Smartphones have been proven to have numerous advantages in recent times. However, on their excessive use, it can have physical, psychological, behavioral, social, and affective effects. Since the younger generation are the latest buyers of the mobile phones, and the under-25-year age group in professional colleges like medical colleges use mobile phones quite frequently, this study was conducted to find out the prevalence of nomophobia and its association with the coping styles and the perceived stress in undergraduate medical students of a medical college in New Delhi. Methodology: The study was a cross-sectional study conducted for 3 months (November 2022–January 2023) on M. B. B. S students. A total of 200 students were selected by purposive sampling. The data was collected using questionnaires. Nomophobia was assessed through Nomophobia Questionnaire. Coping and stress were assessed using Brief Cope and Perceived stress scales, respectively. Data were collected and analyzed using Microsoft Excel 2010 and SPSS software Version 21 (Statistical Package for the Social Sciences, IBM Corp, USA). Results: The study was conducted on a total of 197 students undergraduate MBBS students. The prevalence of nomophobia was found to be 99.5% which was higher among females (56%) than males (44%). Among the students with mild (24%) and moderate nomophobia (60%), problem-focused coping mechanism was the most commonly used coping mechanism. Those with severe nomophobia (15%) were found to lean more toward emotion focused followed by problem-focused coping mechanism. A statistically significant association was found between nomophobia and perceived stress. Conclusions: Smartphones have many benefits when used for their intended purpose but when used in a problematic way and excessively, they can cause various problems. The higher prevalence of nomophobia among medical students is an issue of concern and has possibly affected their mental health. Strategies are to be devised on a priority basis for minimizing nomophobia among the medical students.

A Critical Study of Attitudes of MBBS and BDS Students Towards Their Future Profession

INTRODUCTION The attitudes of the students play a very vital role in choosing a particular career. The amount of study in MBBS and BDS is significantly higher than many other professions. Hence the present study was designed to assess and explore the attitudes of MBBS and BDS students towards their future medical profession. MATERIAL AND METHODS A descriptive, cross-sectional study was conducted by administering online Google Form questionnaire to all MBBS and BDS students (1st year to 4th year) Universal College of Medical Sciences, and College of Dental Surgery, Bhairahawa, Nepal, during the period of 1 October, 2020 to 30 December, 2020, using non-probability purposive sampling. The sample size of the present study is 283 (198 MBBS and 85 BDS). The questionnaire was consisting of 32 statements, both positive as well as negative (Likert scale), on 5 options via strongly disagree, disagree, neutral, agree and strongly agree, was mailed to all students. The students were asked to read each statement carefully and click on their opinion/response. RESULTS The overall mean and standard deviation for MBBS students’ attitude towards their medical profession was 3.73 and 0.87 respec- tively. Similarly, the overall mean and standard deviation for attitude of BDS students’ towards their future profession was 1.60 and 0.37 respectively. CONCLUSION Both MBBS and BDS students were having a positive and right attitude towards their future medical profession.

The Effect of WhatsApp Messaging on Learning Paediatrics During Clinical Rotation of Final Year MBBS Medical Undergraduates

Objective: To determine the impact of WhatsApp Messaging on learning paediatrics during clinical rotation of final year MBBS medical undergraduates. Study Design: Quasi-Experimental study Place and Duration of Study: Bahria University Medical and Dental College, Karachi Pakistan, from Apr to Oct 2018. Methodology: Final year MBBS students attending the Department of Paediatrics for three months of clinical rotation were randomly allocated to two Groups. Group-A was the control Group without WhatsApp, and Group-B was the intervention Group with WhatsApp messaging. Both Groups had a pre-test and post-test before and after their clinical rotation. The evaluation was performed before and after clinical rotation using Multiple choice questions (MCQs) for the final evaluation. Results: Of a total of 80 students, 19(23.8%) were males, and 61(76.3%) were females, with a median age of 23(22-23) years. Of 40 students in the WhatsApp Group, active participation was observed in 37(92.5%) students, whereas the quality of the shared content by students was found to be adequate/relevant in 35(87.5%) cases. The median score was significantly higher in both Groups' clinical rotation test than in the pre-clinical rotation assessment (p-value &lt;0.001). However, the median score of the post-clinical rotation test was significantly higher in the WhatsApp Group than in the non-WhatsApp Group (p-value &lt;0.001). Conclusion: WhatsApp was found to be a highly effective tool for learning paediatrics among medical students during their clinical attachment.

Medical students' knowledge about curriculum development and implementation in public and private medical institutes.

To assess the knowledge of undergraduate medical students about curriculum development and implementation. A quantitative descriptive study was conducted at a public sector institute and a private sector institute from September, 2022 to December, 2022. Simple random sampling was used and all the undergraduate MBBS students were included in study. Sample size was calculated using open epi and keeping confidence interval at 95% as 316 for FMU students and 218 for AFMDC students. Ethical approval was taken from FMU and permission to collect data was obtained from AFMDC. A Questionnaire was made and distributed among the students and data obtained was analyzed using SPSS 25.0. Two hundred and forty-seven (49.4%) participants responded that the students don't have any say in their curriculum, 400 (80%) were of the view that the students must have their opinion in the curriculum and 397 (79.4%) said that students must be involved in the process of planning and implementation of curriculum. When asked about the areas of deficiencies in the current curriculum, 101 (20.2%) pointed new skill, 84 (16.8%) indicated New information, new skills, teaching Methodology and effective teachers, 68 (13.6%) said teaching methodology while 51 (10.2%) indicated new skills and teaching methodology both. Five main themes were identified from the comments of students regarding curriculum, its development and implementation including; 1. Content revision, 2. Teaching methodologies, 3. Assessment, 4. Guidance and orientation and 5. Teacher student relationship. The undergraduate medical students are aware of the terms related to curriculum, its development and implementation but they are not being involved in any of this process. Content revision, clinical integration from initial years, quality assessment and faculty development are few areas that need improvement from students' perspectives.