Publication: Perception of Medical Students Regarding TU-IOM MBBS Curriculum and Teaching Learning Methods in Nepal
| creativeworkseries.issn | 1812-2027 | |
| dc.contributor.author | Gautam, N | |
| dc.contributor.author | Dhungana, R | |
| dc.contributor.author | Gyawali, S | |
| dc.contributor.author | Dhakal, S | |
| dc.contributor.author | Pradhan, PMS | |
| dc.date.accessioned | 2025-12-24T08:35:19Z | |
| dc.date.available | 2025-12-24T08:35:19Z | |
| dc.date.issued | 2022 | |
| dc.description | Gautam N, Dhungana R, Gyawali S, Dhakal S, Pradhan PMS Maharajgunj Medical Campus Institute of Medicine Maharajgunj, Kathmandu, Nepal | |
| dc.description.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 | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14572/3836 | |
| dc.language.iso | en_US | |
| dc.publisher | Kathmandu University | |
| dc.subject | Bachelor of Medicine and Bachelor of Surgery (MBBS) curriculum | |
| dc.subject | Medical students | |
| dc.subject | Problem based learning | |
| dc.subject | Teaching learning methods | |
| dc.title | Perception of Medical Students Regarding TU-IOM MBBS Curriculum and Teaching Learning Methods in Nepal | |
| dc.type | Article | |
| dspace.entity.type | Publication | |
| local.article.type | Medical Education | |
| oaire.citation.endPage | 224 | |
| oaire.citation.startPage | 219 | |
| relation.isJournalIssueOfPublication | 117921af-b693-478c-9687-6a169353fc64 | |
| relation.isJournalIssueOfPublication.latestForDiscovery | 117921af-b693-478c-9687-6a169353fc64 | |
| relation.isJournalOfPublication | a782b7ff-cf89-4178-ad1c-11ed89cfe1bd |