Impact and Perception of the Foundation Course in CBME: Insights from Medical Students

Abstract

 Background: The Foundation Course is a structured introductory program introduced in India's medical education system to assist first-year medical students in transitioning to the rigorous academic environment. The course includes orientation, skill-building, professionalism, community engagement, and extracurricular activities, aiming to prepare students for future medical education and practice. However, a review of the existing literature indicates a lack of data on students' perspectives regarding the effectiveness of the Foundation Course. In this background, this study was taken up to find out the course's impact from the students' perspectives. The findings of this study could facilitate necessary modifications and enhancements to the program in future. Methods: A cross sectional study was conducted among 1st year and 2nd year medical students in MOSC medical college which come under KUHS (Kerala University of Health and Sciences) after getting ethical clearance. A total of 191 students were enrolled in the study after getting digital informed consent by considering the inclusion and exclusion criteria using universal sampling method. Information regarding the students' perception on conduct, objectives and modules of foundation course was collected using a pretested, semi-structured questionnaire by Google forms. Results: In this study, 62% of first-year medical students found the foundation course effective in easing their transition into medical education, with equal satisfaction regarding its conduct. Additionally, 64% felt it improved clinical exposure, communication, and problem-solving skills, while 60% were satisfied with the module content aimed at essential skill-building. No significant change in students' perceptions was observed one year after completing the course. Conclusions: The Foundation Course effectively aids students in acquiring essential skills and adapting to medical school. However, adjustments, such as enhancing practical exposure and clinical interaction, could further optimise its relevance. Regular feedback from students can help refine the curriculum to better meet their educational needs.