Student perceptions of the behavioural sciences curriculum in a medical college in Sri Lanka

Abstract

has an integrated curriculum with a Behavioural Sciences Stream (BSS). Objective: Our aim was to assess the perceptions of medical students regarding behavioural sciences learning. Methods: Perceptions regarding the BSS were evaluated among fourth-year students using a selfadministered questionnaire. Results: Of 216 invited, 166 students participated. The majority, i.e., 67% percent agreed that behavioural sciences constitutes an integral component of the curriculum. All (100%) claimed they would give lower priority to behavioural sciences compared to applied sciences. The majority indicated that they would avoid behavioural sciences activities if they were optional, despite 81.8% accepting that the course was beneficial. The majority observed that taught concepts were not effectively practiced in the clinical setting. Small group discussions were considered more effective and enjoyable than lectures, which most thought should be made optional. Although assessments were thought to be appropriate, performance was poorer at behavioural sciences assessments compared to applied sciences. Conclusions: The value of formal behavioural stream training is not fully appreciated. Vertical integration with the clinical curriculum is likely to be more effective strategy for teaching behavioural sciences.