Perception of Medical Students Regarding TU-IOM MBBS Curriculum and Teaching Learning Methods in Nepal

Area of Science:

• Medical Education
• Curriculum Development
• Pedagogy in Higher Education

Background:

• The Bachelor of Medicine and Bachelor of Surgery (MBBS) curriculum at Tribhuvan University - Institute of Medicine (TU-IOM) has not been revised in twelve years.
• Current curriculum implementation in Nepal medical schools relies heavily on didactic teaching, despite international recommendations.
• There is a recognized need for curriculum revision and more effective implementation strategies.

Purpose of the Study:

• To gather student feedback on the strengths and weaknesses of the current medical curriculum.
• To identify areas for improvement within the MBBS program.
• To explore the potential for integrating evidence-based teaching and learning methodologies in Nepal.

Main Methods:

• A descriptive, cross-sectional study design was employed.
• A questionnaire with Likert and close-ended questions was developed and administered virtually to medical students.
• Data analysis was performed on responses collected via Google Forms.

Main Results:

• Integrated learning (73.89%) and Community-based learning (68.84%) were identified as the most effectively implemented components of the SPICES model.
• A significant majority of students (94.7%) supported the inclusion of research in the core curriculum.
• Only 34.2% of students found traditional PowerPoint lectures engaging, while 84.6% expressed readiness for newer methods like flipped and blended learning.

Conclusions:

• Medical curriculum revision in Nepal should prioritize student feedback to address identified weaknesses.
• Incorporating research and modern, evidence-based teaching methodologies is crucial for enhancing the educational experience.
• A shift from didactic teaching towards more interactive and student-centered approaches is recommended.