Perspectives of Phase 1 medical students on early clinical exposure in anatomy: a comparison of traditional and online modes
Bhavana Junagade, Anjali SabnisAbstract
Background:
In 2019, medical undergraduate education in India transitioned to a competency-based education framework, incorporating early clinical exposure (ECE) into the curriculum. The first cohort of students experienced ECE in both classroom and hospital settings. However, due to the coronavirus disease of 2019 pandemic, they underwent ECE offline and online.
Materials and Methods:
In this study, students’ perspectives on ECE were gathered from primary stakeholders, with a focus on their experiences with online instruction. Data were collected using a validated feedback questionnaire and analyzed using quantitative and qualitative methods.
Results:
Ninety-four percent of students reported that ECE facilitated concept learning, and 96% believed it provided a higher level of understanding. Students appreciated the diverse resources used in ECE sessions, including patients, photographs, videos, and paper-based cases in hospital and classroom settings. ECE motivated students and made learning foundational sciences, such as anatomy, more engaging. Although most preferred the offline mode, over 60% of students felt that the online format helped maintain motivation during the pandemic and could have future applications.
Conclusion:
Phase 1 medical undergraduate students highly value ECE, and it should remain an integral component of teaching basic sciences in the first year of medical education. Additionally, the online mode of ECE holds promise for future curricula, particularly in addressing accessibility and patient involvement challenges, such as those related to communicable diseases.