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Students' perception regarding medical education in Nepal
1Department of Community Medicine, Kathmandu University School of Medical Science, Dhulikhel, Nepal.
Kathmandu University Medical Journal (KUMJ)
|September 5, 2008
Summary
Medical education in Nepal relies on traditional methods, with students desiring more practical training and resources. Addressing these gaps is crucial for future healthcare needs.
Area of Science:
- Medical Education
- Health Professions Education
- Curriculum Development
Background:
- Nepal has experienced a significant rise in medical colleges.
- Traditional teaching methods dominate, with some adoption of problem-based learning (PBL).
- Adapting medical education is vital for meeting national health service demands.
Purpose of the Study:
- To investigate student perceptions of the current state of medical education in Nepal.
- To offer recommendations for future improvements in medical training.
Main Methods:
- A descriptive and exploratory study design was employed.
- Structured questionnaires assessed student perceptions across various educational aspects.
- 24 final-year MBBS students from six randomly selected medical colleges participated.
Main Results:
- Traditional teaching methods are prevalent; problem-based learning (PBL) supports self-directed learning (SDL).
- Students reported satisfaction with library facilities (71%) but dissatisfaction with computer resources (54%).
- Key areas perceived as inadequate include nutrition, geriatrics, end-of-life care, palliative care, and ethical decision-making. Many students lack confidence in clinical skills and career information.
Conclusions:
- Nepalese medical education remains heavily influenced by traditional approaches.
- Teaching methodologies require modernization to align with contemporary medical education standards.
- Training must become more structured and practically oriented, moving beyond theoretical knowledge delivery.
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