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| Year:
2022 |
Month:
October
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Volume:
11 |
Issue:
4 |
Page:
BO16 - BO20 |
Developing, Implementing and Evaluating EarlyClinical Exposure Module in Biochemistry: A Cross-sectional Study
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Correspondence
Rohit John Chaudhary, Dinesh Badyal, Maria Thomas,
Dr. Rohit John Chaudhary,
Assistant Professor, Department of Biochemistry, CMC and Hospital, Ludhiana-141008, Punjab, India.
E-mail: rohitjchaudhary12388@gmail.com :
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Introduction: The introduction of curriculum based medical education by National Medical Commission (NMC) aims to produce graduates of global standard through curricular reforms. Early Clinical Exposure (ECE) is one of the proposed reforms in the new curriculum, which when designed and integrated into the teaching programmes will enhance the attitude and communication skills of the students.
Aim: To develop, implement and evaluate the ECE module in biochemistry and also evaluate the faculty and student feedback for ECE as teaching module and ways to improve them.
Materials and Methods: The cross-sectional study, was conducted from June 2020 to August 2020, in the Department of Biochemistry, Christian Medical College and hospital Ludhiana, Punjab, India. Study was conducted on students of phase 1 Bachelor of Medicine and Bachelor of Surgery (MBBS) admitted in year 2020. The faculty along with the students were sensitised to the ECE teaching module. The ECE module pertaining to the two selected topics (Type 2 Diabetes Mellitus (T2DM) and Jaundice) was developed and discussed under case-based sessions and clinical implementation sessions. After these sessions the feedback was taken from the faculty and the students. The results were collected, analysed and expressed in percentages and charts.
Results: In present study, out of total 75 students (a batch of 75 out of which five students were absent) 29 (38.67%) were boys and 46 (61.33%) were girls. Majority of the students 35 (50%) strongly agreed that ECE increased their attention in class, and helped them to understand the topic in a better manner- 36 (51.4%) agreed, with a better correlation of the topic- 31 (44.3%) agreed. whereas the majority 3 (75%) of the faculty agreed that ECE is important for understanding the clinical relevance of the topic and 3 (75%) agreed that its more time consuming. All the faculty agreed 4 (100%) that it is better teaching method as compared to the traditional method.
Conclusion: ECE is better and acceptable way of teaching and learning then traditional. It motivates students to read and helps them understand the clinical relevance in a better way. It increases their attention in the class and helps to retain the topic for long.
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