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Entry knowledge and situational feedback of MBBS students
1Department of Psychiatry, Kathmandu Medical College, Sinamangal. ssharma@wlink.com.np
Kathmandu University Medical Journal (KUMJ)
|February 2, 2006
Summary
Student entry knowledge and satisfaction with facilities at Kathmandu Medical College (KMC) improved over time. Later batches showed better general knowledge and perceived enhanced teaching and facilities.
Area of Science:
- Medical Education
- Student Assessment
Background:
- Assessing the knowledge and perceptions of medical students is crucial for institutional improvement.
- Kathmandu Medical College (KMC) sought to understand student experiences after their foundational science years.
Purpose of the Study:
- Evaluate entering general knowledge levels of medical students.
- Gather student feedback on campus facilities and teaching quality.
- Identify areas for improvement in educational and living conditions.
Main Methods:
- Survey questionnaires administered to 150 students across three consecutive batches.
- Data collected from basic and clinical science students, with a focus on hostel residents.
- Statistical analysis performed using SPSS version 11.5.
Main Results:
- Entry knowledge varied among batches but was not statistically significant (p=0.164).
- Student ratings of KMC facilities differed across batches.
- Anatomy and Pathology departments received the highest ratings for teaching-learning activities.
Conclusions:
- Student entry knowledge showed a positive trend with increased exposure to KMC's teaching.
- Perception of facility quality improved in later student batches.
- Earlier students encountered more challenges as KMC developed its infrastructure and services.
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