One-month long foundation course for newly joined Indian medical undergraduates: Faculty and students' perspective

Pandey, Arvind Kumar; Prabhath, Sushma; Nayak, Kirtana Raghurama; Andrade, Lydia S.; Prabhu, Krishnananda; Nayak, Veena; Kalthur, Sneha Guruprasad

doi:10.1016/j.mjafi.2021.01.002

Cited by 5 publications

(7 citation statements)

References 11 publications

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“…In our study, in the 2019 group, the skills module was recognized as the appropriate module in the course at 77.8%, that was followed by sports and extracurricular activities (64.6%). For the 2020 students, professional development and ethics was perceived as the most relevant by 89.3% of students, followed by orientation (83.3%) and enhancement of language and computer skills (80.9%) Similar results were reported by Arvind Kumar Pandey et al 4 and Shalini Sobti et al 3 whereas skills module received the highest rating by students.…”

Section: In Accordance With Nmc Medical Education Program Of 2019 Foundation Course Was Designed and Implementedsupporting

confidence: 79%

“…For the 2020 group, faculty responses showed that the professional development and ethics module was recognized as most appropriate one by 88.6% of faculty. In a study by Arvind Kumar Pandey et al, 4 faculty rated the orientation module as the highest, with 47.8% of faculty marking this module as 'very good. ' Shalini Sobti et al 3 reported that 81.43% of faculty gave a pleasing response to the inclusion of sports and extracurricular activities.…”

Section: In Accordance With Nmc Medical Education Program Of 2019 Foundation Course Was Designed and Implementedmentioning

confidence: 99%

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Novel foundation course for medical students: student and faculty perspectives

Amrutha

Mangasuli

et al. 2021

Res Dev Med Educ

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Background: According to the National Medical Council (NMC) recommendation, the foundation course was carried out in our institution for I MBBS 2019 and 2020 students. The current study was done to solicit the viewpoints of the students and faculty members about the connection of the topics included in the foundation course. Methods: This cross-sectional study was carried out to seek the perspectives of students who took the foundation course and the faculties involving in teaching the topics allotted for the 2019 and 2020 MBBS students. Google Forms was used to collect the data, which was analyzed by Excel. Results: The general experience of the students and faculty was uniformly positive for 100% for both students and faculty in the 2019 group, and 94.1% and 97.8% for students and faculty, respectively, in the 2020 group. In the 2019 group, the skills module was recognized as the most appropriate module in the foundation course with (77.8%), followed by sports and extracurricular activities module (both at 64.6%). In the 2020 group, the professional development and ethics module was recognized as most appropriate by 89.3% of students, followed by the orientation module (83.3%) and language & computer skills module (80.9%) Conclusions: This Foundation Course for MBBS students provided before the start of the medical curriculum is a novel and useful step. Feedback from various colleges across India can help make this course still more useful.

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Section: In Accordance With Nmc Medical Education Program Of 2019 Foundation Course Was Designed and Implementedsupporting

confidence: 79%

Section: In Accordance With Nmc Medical Education Program Of 2019 Foundation Course Was Designed and Implementedmentioning

confidence: 99%

Novel foundation course for medical students: student and faculty perspectives

Amrutha

Mangasuli

et al. 2021

Res Dev Med Educ

View full text Add to dashboard Cite

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“…Perspectives, inputs, and feedback on the foundation course can be obtained from the faculty members also in the future to develop constructive insights. [9,14] Continuous improvement is an essential part of medical education and we can continuously evolve every year based on feedback and expert guidance.…”

Section: Discussionmentioning

confidence: 99%

“…The modules include the orientation module, skills module, field visit to community health center module, professional development and ethics module, enhancement of language and computer skills module, and sports and extra-curricular activities module. [8,9] These modules are fulfilled over 175 h.…”

Section: Conduct Of the Coursementioning

confidence: 99%

Foundation course – A fundamental requirement for Indian medical graduates as per graduate medical regulations

Ganesh

Muthukathan

2022

SRJHS

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A foundation course for newly joined Indian medical graduates is essential for their induction into the medical profession. They learn about various soft skills and other nuances, which will help them adapt to the new professional learning environment. In our institute, the course is conducted based on the Graduate Medical Education Regulations of the National Medical Commission (NMC) of 2019. The process of organization, planning, and execution of the foundation course is described in a step-wise manner. The student activities are planned in various large groups and small groups under each module put forth by the NMC. The modules include the orientation module, skills module, field visit to community health center module, professional development and ethics module, enhancement of language and computer skills module, and sports and extra-curricular activities module.

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“…The foundation course introduced by the NMC strongly highlighted building essential skills and professionalism at an early phase of the medical curriculum [ 9 , 27 ]. To develop these skills and qualities, we designed a CPR skills training module for first year undergraduate medical students, incorporating skills with an attitudinal component, delivered in the first month of their foundation course.…”

Section: Methodsmentioning

confidence: 99%

Influence of pretesting and a near peer sharing real life experiences on CPR training outcomes in first year medical students: a non-randomized quasi-experimental study

et al. 2022

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Background Existing literature on cardiopulmonary resuscitation (CPR) training focuses on the knowledge and skill components while the attitudinal component is rarely addressed. There is a need to explore how peer interaction, learning atmosphere, and communication influence learning effectiveness during CPR training. Therefore, this study’s objective was to evaluate how a senior student (near peer) sharing their real-life experience of performing CPR would influence medical students’ learning and readiness to perform CPR. Methods The present study involved 250 newly enrolled undergraduate medical students. The Solomon’s four-group study design was used to evaluate the influence of both pretesting and peer interaction. Students belonging to two groups initially completed a pre-training knowledge test (pretest) and a questionnaire on readiness to perform CPR. Students from all four groups then participated in instructor-led hands-on skills training, after which the two intervention groups interacted with their senior, who shared their life experiences of performing CPR. Finally, all four groups underwent skills evaluation, immediate and delayed post-tests, and completed a questionnaire to assess readiness to perform CPR. The students also provided their feedback on the experience of interacting with a peer during the training. Results Post-test scores were significantly higher than pretest scores (Kruskal–Wallis test, p < 0.05). Scores were significantly higher in pretested intervention groups than in the non-pretested non-intervention group (p < 0.05). Delayed post-test scores were slightly but not significantly lower than the immediate post-test scores with no significant difference observed in the scores among the groups. The pretested groups showed more readiness to perform CPR and the pretested intervention group were least concerned about acquiring infection during CPR. Students in all groups were confident of performing chest compressions correctly, and found it inspiring and motivating listening to and discussing real-life experiences with a near peer. Conclusions Hearing from peers about real-life CPR experience during CPR training sessions significantly impacted learning, enhanced student motivation to learn and may be an effective strategy to consider in routine CPR training. However, the positive effects of pretesting and peer interaction on knowledge were not sustained, highlighting a need for repeat training.

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One-month long foundation course for newly joined Indian medical undergraduates: Faculty and students' perspective

Cited by 5 publications

References 11 publications

Novel foundation course for medical students: student and faculty perspectives

Novel foundation course for medical students: student and faculty perspectives

Foundation course – A fundamental requirement for Indian medical graduates as per graduate medical regulations

Influence of pretesting and a near peer sharing real life experiences on CPR training outcomes in first year medical students: a non-randomized quasi-experimental study

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