EXPLORING THE PERCEPTIONS OF UNDERGRADUATE MEDICAL STUDENTS AND FACULTY REGARDING THEIR ENGAGEMENT IN INTEGRATED...

The development of a medical curriculum is a multi-layered and complicated process, demanding teamwork among diverse stakeholders, including undergraduate medical students and faculty members. This study investigates the underexplored realm of stakeholder perceptions, specifically those of undergraduate medical students and faculty, regarding their engagement in the intricate process of medical curriculum development.

The research, conducted at Azad Jammu & Kashmir Medical College Muzaffarabad, employs a qualitative exploratory approach, with participants selected from the 4th and 5th years based on academic performance. Through two Focus Group Discussions (FGDs) and successive thematic analysis, the study discovers valuable understandings of the level of commitment, influencing factors, and recommendations for development articulated by the stakeholders.

The findings underscore the vital status of subject incorporation for improved understanding and constant student engagement. Cognitive and emotional engagement emerge as serious elements for optimal curricular outcomes, impacting academic presentation and attendance. Integrated programs, aimed at linking basic and clinical sciences, are shown to enhance critical thinking and problem-solving skills, the development of a solid understanding of medical concepts. Particularly, involving students in the curriculum development process is identified as an empowering strategy, leading to heightened motivation and improved academic performance.

The insights gained from this study have implications for humanizing curriculum development processes, ultimately benefiting both students and the healthcare system.