Objectives: We selected pulmonary function test (PFT), a widely used investigation for diagnosis and monitoring of patients having respiratory complaints in Block I (preclinical) Physiology as an elective module since exposure of undergraduate medical students to PFT is inadequate in formal medical training. The elective module in medical curriculum was introduced by national medical commission (NMC) to provide ample opportunity to the students to opt for any course of their choice not covered by traditional syllabus. This will help them to enhance their knowledge, skill, lateral thinking, creativity, experiential learning, communication ability, team-based collaborative learning thus developing their personal and professional confidence in dealing with resource-limited unfavorable circumstances. Hence we introduced this elective to sensitize the future physicians about the importance of PFT, attract their interest in the subject of Physiology and motivate them to choose Physiology as a career preference. Materials and Methods: A quasi-experimental study was conducted in the Department of Physiology to create a time-bound activity schedule on the implementation of PFT as an elective module on 32 Phase III part I M.B.B.S students. We assessed the improvement in knowledge and skill by comparing pre-test and post-test results. We have used the Kirkpatrick evaluation model Level 1 to record the reaction of the students and Level 2 to evaluate their confidence regarding PFT after the course. Thematic analysis was performed on the perception and feedback of students and faculties. Results: We observed that all 32 participating students showed statistically significant (P < 0.0001) improvement in both knowledge gain and skill development. This course helped them increase their confidence to perform PFT independently on patients, interpreting reports, diagnosing various respiratory diseases and enabling them to apply this knowledge to manage the clinical cases in the hospital wards and in the emergency department. Thematic analysis of responses of students pointed out the strengths, weaknesses and suggestions for betterment of the module. The SWOT (Strengths, Weaknesses, Opportunities,Threats) analysis of the perception of faculties guided us to devise a modified framework for the implementation of the PFT module in the future. Conclusion: The elective module on PFT was implemented successfully in our institution with a positive impact on students, assisting them to progress from basic comprehension of the physiology of lung mechanics to independent interpretation of PFT reports to utilising PFT in clinical reasoning and decision-making.
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