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

Deepak, Seema; Dakshayani, K R; S.N, Manjunatha

doi:10.16965/ijar.2016.483

Cited by 5 publications

(5 citation statements)

References 9 publications

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“…Moreover, 46% of the participants expressed the opinion that the curriculum lacks clinical relevance. 26 Comparable results were documented by Emad Aborajooh et al, indicating that around three-quarters (73.9%) of the students emphasized the importance of basic medical sciences in their development as future physicians. Furthermore, about 82% held the belief that the integration of clinical practice into basic science teaching is indispensable.…”

Section: Discussionmentioning

confidence: 78%

Pathology as a Basic Medical Subject: Its Relevance and Application During Clinical Practice in Jordanian MD Programs, Interns’ and Residents’ Perspectives

Al-Saghbini,

Fayyad,

Gharaibeh

2024

AMEP

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Section: Discussionmentioning

confidence: 78%

Pathology as a Basic Medical Subject: Its Relevance and Application During Clinical Practice in Jordanian MD Programs, Interns’ and Residents’ Perspectives

Al-Saghbini,

Fayyad,

Gharaibeh

2024

AMEP

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“… 1 Third year is the gateway to clinical skill learning with the foundation of knowledge of pre-clinical subjects. 2 Continuous lecture hours tend to get dull and tedious but the third year brings a pause to this. We are exposed to hospitals for patient observation, history taking, physical examination and communication with them for the first time in the third year.…”

Section: Introductionmentioning

confidence: 99%

Third Year MBBS - Gateway to Clinical Skills Learning

Ghimire,

Lahera

2023

J Nepal Med Assoc

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Practising medicine is all about art, skills and knowledge. According to the Tribhuvan University curriculum, the second phase, third year Bachelor of medicine and bachelor of surgery is the beginning of clinical skill learning. After studying integrated basic medical sciences for two years which is more like a conventional method of learning, the third year brings a new experience. It integrates theoretical knowledge in hospital settings by observing the patients, historytaking, examination, learning effective communication skills and empathy.

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“…Basic science education is crucial for medical learning but is often spent in isolation from clinical practice. 1 Basic knowledge and skills are unarguably important but insufficient by itself. The learners must be inspired to learn about clinical relevance and embrace medicine in all its aspects to serve patients and become the better healthcare professionals of the future.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Preclinical Task Based Learning program in Medical Education

et al. 2022

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The conventional curriculum in preclinical medical education has a need for early clinical exposure programs that help in correlation of basic science data with clinical skills. This is helpful to develop clinical reasoning skills, problem-solving abilities, team work, communication skills and overall attitudes and behaviour relevant for a healthcare provider. Preclinical task based learning (TskBL) is an active learning strategy in which the focus for the first year medical student is a real task done by a doctor. In this strategy the student-doctors undergo a standardized patient encounter and discuss the learning issues related to the task in the first year of medical school. The current study is focussed on the student perception of the effectiveness of task based learning module.The TskBL was conducted among first year medical students for nine topics that are commonly encountered in the clinics. After TskBL was planned and implemented the evaluation of the modules was done using focus group discussions. The students highlighted the importance of standardized patients in the TskBL strategy in providing early clinical exposure in preclinical medical education. They reported its usefulness gaining essential knowledge, skills and attitudes for medical learning. They reported positive outcomes of module design and processes and activities in TskBL. Based on the negative aspects of the modules, future improvement was suggested in improving the usefulness of standardized patient encounter. This study showed the novice learners’ outlook of the potency of TskBL for several other topics of clinical relevance to provide early clinical exposure in medical schools.

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

Cited by 5 publications

References 9 publications

Pathology as a Basic Medical Subject: Its Relevance and Application During Clinical Practice in Jordanian MD Programs, Interns’ and Residents’ Perspectives

Pathology as a Basic Medical Subject: Its Relevance and Application During Clinical Practice in Jordanian MD Programs, Interns’ and Residents’ Perspectives

Third Year MBBS - Gateway to Clinical Skills Learning

Evaluation of Preclinical Task Based Learning program in Medical Education

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