Publication: Perception of Medical Students Regarding TU-IOM MBBS Curriculum and Teaching Learning Methods in Nepal
Date
2022
Journal Title
Journal ISSN
Volume Title
Publisher
Kathmandu University
Abstract
ABSTRACT
Background
The present Bachelor of Medicine and Bachelor of Surgery (MBBS) curriculum
under Tribhuvan University - Institute of Medicine (TU-IOM) was last revised
twelve-years back. Though the curriculum was built upon internationally approved
recommendations on curriculum design, it is ineffectively practiced in most medical
schools of Nepal with major focus on didactic teaching-learning. The curriculum,
hence, needs effective implementation and revision.
Objective
To identify the strengths, weaknesses, and areas of improvement in the medical
curriculum through student-based feedback and outline the possibility of
incorporating newer evidence-based teaching-learning methodologies in Nepal.
Method
This is a descriptive and cross-sectional study. With appropriate ethical approval, a
questionnaire was developed and disseminated virtually to all medical students of
Nepal under TU from MBBS fourth year onwards. The questionnaire comprised of
Likert and close-ended questions. The data analysis was followed after receiving the
filled questionnaire through Google forms.
Result
A total of 337 respondents participated in the study. The most effectively implemented
components out of the SPICES model were Integrated learning (I) and Community-
based learning (C), with 73.89% and 68.84% responses. There were 94.7% (319)
students who favored the incorporation of research in the core curriculum. Only
34.2% (115) students found PowerPoint lectures, the most utilized form of teaching-
learning in Nepal, as engaging. The respondents (84.6%) showed a high degree of
readiness to incorporate newer evidence-based teaching-learning tools such as
flipped learning, blended learning, and peer-to-peer learning.
Conclusion
This study shows that effective interventions must be rethought on various aspects
of the curriculum, taking students’ feedback on the table while considering curricular
revision.
KEY WORDS
Bachelor of Medicine and Bachelor of Surgery (MBBS) curriculum, Medical students,
Problem based learning, Teaching learning methods
Description
Gautam N, Dhungana R, Gyawali S, Dhakal S, Pradhan PMS
Maharajgunj Medical Campus
Institute of Medicine
Maharajgunj, Kathmandu, Nepal
Keywords
Bachelor of Medicine and Bachelor of Surgery (MBBS) curriculum, Medical students, Problem based learning, Teaching learning methods