The attitudes and perceptions of medical students towards basic science subjects during their clinical years: A cross-sectional survey

Abstract

Introduction:In the conventional system of medical education, basic subjects are taught in the 1st year with least interdisciplinary interaction. The objective of this study was to explore the students’ perception about content, need and application of basic science subjects during the clinical years of their medical education.Materials and Methods:A total of 300 questionnaires were distributed among students randomly after taking their written consent for participation in the study. About 265 completely filled questionnaires were received back and the response was analyzed.Results:Students identified anatomy as the subject with overloaded syllabus (75.4%) and also with maximum clinical application with 50.1% of them considering it the most important basic subject. Students were satisfied with the practical integration of subjects to impart clinical skills, but considered problem based learning a better method of teaching. According to 37%, 43.8% and 33.2% of respondents respectively; anatomy, biochemistry and physiology curriculum should only cover the general concepts to give the working knowledge of the subject. Approximately, 65% of the respondents were able to recall the knowledge of anatomy and physiology while biochemistry was retained by 40%.Conclusions:Overall, the attitudes of students toward basic science subjects were positive. The learning experience for them can be improved significantly by better clinical integration of the subjects.

The role of academic emotions on medical and allied health students and #8217; motivated self-regulated learning strategies

“…To support these finding, one study found that intrinsic motivation (intrinsic goal orientation) significantly associated with deep strategy use [7]. In line with other previous findings [7,33], this is typical of 1 st year medical students who are trying many ways of dealing with the perceived overloaded and difficult basic medical subjects [21][22][23]34]. …”

The Relevance of the Preclinical Curriculum During Clinical Practice: Interns’ Perspective in a Government Medical College

“…Our students have voiced a similar opinion as few studies undertaken in other medical colleges in the India covering some aspects of the preclinical curriculum [6,7]. This study is important as it reflects the view of the students on the questions based on the comprehensive list of ongoing practical training in preclinical departments.…”

“…This descriptive, cross-sectional study was conducted at Mysore Medical College & Research Institute, Mysore using a predesigned questionnaire which was duly modified to suit the local situation and keeping the Medical Council of India vision 2015 document in mind [6][7][8][9][10]. First part (Question No.1-12) of the questionnaire related to importance of basic science subjects, time duration, vastness, clinical applicability, recall aspects, which were to be answered on a 5 point Likert scale (strongly disagree, disagree, neutral, agree, strongly agree).…”

Anatomy Teaching: A Student’s Perspective

“…There is also a need to move beyond the how, to when and what to teach in anatomy. Many studies have shared the view that the anatomy syllabus taught is voluminous and unnecessary [19,20]. A minimum working knowledge of anatomy is required which allows a doctor to practice safely and to communicate with other medical professionals and patients effectively [21].…”