Reflective writing by medical students on the newly implemented foundation course in MBBS curriculum: An in-depth analysis

Abstract

Abstract Objective: An analysis of reflective writing by medical students on the newly implemented foundation course under the Competency-based Medical Education (CBME). Materials and Methods: A month-long foundation course was conducted for the newly enrolled Bachelor of Medicine and Bachelor of Surgery students by the National Medical Commission (NMC) guidelines. After the program, 150 anonymous reflections were collected from the students. These reflections were evaluated, and common themes were identified using the thematic analysis method. Results: Students were highly appreciative of sessions such as communication and ethics, basic life skills and first aid, vaccination, hand hygiene, biomedical waste disposal, skills labs, yoga and sports, and appreciated how this course helped them seamlessly transition from school to college life and helped ease their anxieties about this significant change in their lives. Campus tours and sessions facilitated by experienced and valued faculty members gave students great insight into the profession and helped familiarize them with the hospital setup. It also made the students more comfortable with the faculty members and better acquainted with each other. Introduction to topics new to them, such as community and family medicine, was greeted with great appreciation. Students also appreciated the free form of reflective writing and how it helped them express their experience in their own words, without restrictions. Students suggested that the duration of the course be shortened or perhaps it occurs simultaneous to their syllabus but also noted that this is a beautiful addition to the curriculum set by NMC. Language sessions are region-specific and need to be validated by other studies. Change is the only constant in our lives, and this change in the curriculum seems to be a positive step toward educating empathetic and wholesome medical professionals of the future generation. Conclusion: Introducing the foundation course under CBME is a revolutionary step toward enhancing our country’s medical education system. Student reflections on the course and its sessions serve as a mirror for us to enhance and refine our curriculum. The reflections analyzed showed a significantly positive response towards the course by the students. Future studies analyzing the impact of foundation courses on their medical school journey would yield exciting insights.