The Medical Council of India (MCI) has formulated a new Competency Based Medical Education (CBME) Curriculum for the Indian Medical Graduates with an objective of making medical education outcome based. A one month long Foundation Course (FC) is a hallmark of this CBME which is implemented during the first month of first professional MBBS studies. The objective is to acquaint, allay apprehension and prepare freshers for further studies using andragogical and heutagogical approaches. The MCI also released the guidelines for the medical colleges for uniform conduct of FC across the country. The FC was divided into six modules, i.e. Orientation Module, Skills Module, Community orientation module, Professional Development and Ethics Module (P and E), Enhancement of Language and Computer Skills Module, and Sports and extracurricular activities.1 A total of 175 hours were allotted to these modules. Like every institute, our institute also developed the implementation program and time-table of FC using MCI guidelines and taking into account the available resources.2,3  The FC at our institute was conducted from 1st August 2019 to 31st August 2019 and was meticulously planned and implemented. The effective implementation  required committed efforts of 30 faculty members (12 Professors, 11 Associate Professors and 7 Assistant Professors), two language and one fine arts teacher,  and 4 non-teaching members  (Librarian, IT-personnel, Coach for sports and motivational Guru). The students were trained to write reflections daily in their log - books which are being analysed further.

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After a gap of nearly two decades, Medical Council of India (MCI) has revised, rather revamped, the Undergraduate (UG) medical curriculum, making it competency based (CBME) and learner centric.

Introduction: Although there is a definite need of mentorship in medical education, there is lack of well organised mentorship program in medical institutions in our country. It is essential to identify the perception of medical undergraduates regarding mentorship. Aim: To assess the student’s perception regarding mentoring at different stages of their studies. Materials and Methods: A Questionnaire based observational study was carried out on second year MBBS regular batch students. Enrollment of the students for study was purely on voluntary basis after taking informed consent. All the study participants were given 30 minutes for filling of questionnaire which was predesigned, structured and validated. The collected data were entered in Microsoft excel and analysed accordingly. Results: A total of 203 students participated in the study. Out of these, 173 (85.2%) students felt that mentorship is guiding the students. About 81 students (39.9%) strongly agreed that mentorship is a relationship rather than set of activities. About 198 students (98%) felt that there is a definite need of mentorship in medical education. About 151 students (74.4%) felt that contact session with mentor should be done as and when required but definitely more before exam. About 181 students (89.6%) felt comfortable if mentor had expectations from them. Conclusion: Almost all students perceived that there is definite need of mentorship in medical education with subject expertise; availability and nature of mentor were given priority in choosing mentor. Perception regarding frequency and place of meeting for mentorship varied widely among students. Through this study we came to know about the perception of medical undergraduates which will be helpful to identify their expectations from the mentor.

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