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Dixit, Ruchita, Khyati Jain, and Somendra K. Dhariwal. "UNDERGRADUATE IMPRESSION REGARDING AETCOM AS LEARNING TOOL." International Journal of Advanced Research 9, no. 10 (2021): 1223–26. http://dx.doi.org/10.21474/ijar01/13670.
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Introduction And Objective: Knowledge of proper Attitude, Ethics and Communication Skills with the patients plays a vital role in success of medical professionals. So, AETCOM module has been formulated to train the medical students from first MBBS itself as a part of their foundation course. We wanted to assess the perception of Attitude, Ethics and Communication Skills (AETCOM) Module by first MBBS students as a learning tool in their foundation course. Methods: 1. This is a cross sectional observational study conducted over a period of one month involving first year MBBS students who joined in the year 2019-20 in Private medical college at Chhattisgarh. 2. 105 students were included in this study. 3. The teaching schedule of AETCOM Module had four sessions three hours each. 4. At the end of the AETCOM module feedback on their perception was collected. Results: A majority of the students (77.14%) agreed that the AETCOM Module will definitely improve their communication skills with the patients. They also felt that this type of teaching should be included in their regular curriculum and this should be an ongoing process throughout their semester. Students views on AETCOM were- asset for gaining confidence of the patients (87.62%), useful for themselves and for future practice, excellent method for improvement of diagnosis (81.90%). Conclusion: The AETCOM Module will definitely help students on long-term basis. It will help them gain confidence and develop good communication skills for a better doctor patient relationship.
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M., Vijayasree. "Perception of Attitude, Ethics and Communication Skills (AETCOM) Module by First MBBS Students as a Learning Tool in the Foundation Course." Journal of Evidence Based Medicine and Healthcare 6, no. 42 (2019): 2750–53. http://dx.doi.org/10.18410/jebmh/2019/571.
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Dr., A.T. Sathiyavinotha MD, A.Vijayamathy MD Dr., S. Velarul MSc (Medical Pharmacology) Dr., S. Bhuvaneshwari MD Dr., M.S. Umamageswari MD Dr., and S. Jeevithan MD Dr. "Perceptual Feedback of Undergraduate Medical Students on Effectiveness of AETCOM (Attitude, Ethics and Communication) Session in Foundation Course." International Journal of Multidisciplinary Research and Analysis 04, no. 11 (2021): 1621–25. https://doi.org/10.47191/ijmra/v4-i11-20.
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Introduction: In accordance with National Medical Commission (NMC) recommendation, one month foundation Course was conducted in our institution in August 2019.The present study was conducted to seek the opinion of the students regarding pertinence of the Attitude, ethics and communication (AETCOM) session in the course to enable revisions to be made in designing the course for the subsequent sessions, to make it more efficacious and student-oriented.Methods: First MBBS students joined in the year 2019-20 batch were involved in the study. The students were divided into three groups and three hours sessions have been taken separately for three consecutive days. The Teaching Schedule of AETCOM session was systematically designed with theory and case scenarios.At the end of the session all the students were provided a feedback questionnaire based on Likert scale and the responses were collected.Statistical analysis: The data collected was analysed using SPSS version 23 and simple mean and proportions were calculated.Results: 53.9% of the students perceived the AETCOM session discussed with case scenarios as good and 50% of the students were given feedback on overall session as good.Conclusion: The AETCOM session in foundation course has largely been perceivedin a positive way by the students with some difference in opinion concerning relevance of certain topics. However, it has to be confirmed with further studies.
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Umesh, B. Veena, Abhishekh Basavarajegowda, and YC Nalini. "An Assessment of Level of Reflective Thinking among Phase I and Phase II Medical Students—A Cross-sectional Descriptive Study." Medical Journal of Dr. D.Y. Patil Vidyapeeth 17, Suppl 2 (2024): S339—S344. http://dx.doi.org/10.4103/mjdrdypu.mjdrdypu_867_23.
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ABSTRACT Introduction: As part of a competency-based curriculum, reflective writing (RW) is advocated right from the first MBBS, where students are expected to write reflections on the foundation course, early clinical exposure (ECE), self-directed learning (SDL), and AETCOM module in their log books. RW aimed to develop reflective thinking/reflective capacity among medical graduates to assist students in internalizing their learning in both cognitive and affective domains. The main objective of the study was to assess and compare the level of reflective thinking among first and second CBME batches of medical students using a self-administered structured questionnaire. Methodology: A self-administered questionnaire was shared with the students through Google Forms. A questionnaire was administered after the students were exposed to writing their reflections in the log books for each of their experiences in the foundation course, early clinical exposure, etc. Results: There were a total of 210 participants in the study, of which 151 of them belonged to Phase I, and 59 belonged to Phase II of MBBS. A mean score was then calculated for first- and second-year students for each of the four scales (understanding, habitual action, reflection, and critical reflection). The mean scores for habitual action and critical reflection are higher than those for understanding and reflection among Phase II medical students when compared to Phase I. Conclusions: This study provided insights from the students on their knowledge, attitude, and practice of reflective thinking among medical Phase I and Phase II medical students.
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Bhavna, Gupta, Batham Chhaya, Waghmare Shilpa, and Verma Pratibha. "Qualitative Study on Perception of First Year M.B.B.S. Students toward Orientation Program and Foundation Course at Entry Level." International Journal of Pharmaceutical and Clinical Research 16, no. 7 (2024): 342–46. https://doi.org/10.5281/zenodo.12772279.
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Orientation and foundation program for MBBS students at the entry level, as suggested by the MCI, helps reduce students anxiety and boosts their confidence. It facilitates their smooth transition from high school to an undergraduate medical course. The enthusiastic participation of newly admitted students in various sessions during the program and their feedback was very encouraging. The feedback undoubtedly indicated that students were very happy and satisfied with the program. Similar results were obtained by various previous studies. A structured foundation course, such as ours, can help alleviate students worries, and help them cope with forthcoming professional demands.
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Kar, Manisha, and Priyadarshini Mishra. "Perception of students on foundation course conducted for first year MBBS students at AIIMS Bhubaneswar." Indian Journal of Community and Family Medicine 3, no. 2 (2017): 16. http://dx.doi.org/10.4103/2395-2113.251884.
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Das, Ashima, Pinki Rai, Sibadatta Das, Abhishek Singh, and Sonia Hasija. "Evaluation of newly introduced structured foundation course in MBBS curriculum at entry level in India: Students’ perspective." Asian Journal of Medical Sciences 12, no. 3 (2021): 51–58. http://dx.doi.org/10.3126/ajms.v12i3.32945.
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Background: One-month structured foundation course is an integral component of the newly designed CBME curriculum as proposed in “Graduate Medical Education Regulations-2019” by Medical Council of India. Purpose of this program is to assist fresh MBBS students in acclimatising to the new challenging environment of medical profession and in acquiring basic skills and professional attributes.
 Aims and Objective: Study was aimed to evaluate the students’ perception regarding the knowledge and importance of different modules of the foundation course and to assess the effectiveness and quality of the program.
 Materials and Methods: A cross-sectional study was carried out among 120 first year MBBS students using pre-validated questionnaires. Pre questionnaire having three sections and post questionnaire having four sections were distributed at the start of course and towards the end of first year respectively using Google forms. Data was analyzed using SPSS version 22.0 and tests were done at a significance level of 5%.
 Results: Mean scores of perceptions of knowledge and importance for all the modules increased after the course except for importance of Enhancement of language and computer skills module and the difference was statistically significant. Professionalism and ethics module was the most practically implemented module throughout the first year. Over-all rating of this one- month course was 3.31±0.78.
 Conclusion: Feedback responses from students were indicative of the effectiveness of this program. This study sheds light on the significance of the foundation course in making the medical graduate an effective health care provider and physician of first contact of the community.
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Pati, Ayan Kumar, Leelavati Thakur, and Sachin Damke. "Foundation Course Skills Development - Impact of Basic Life Support Training on Knowledge, Confidence, Skill and Perception of First Year Indian Medical Students." Journal of Evidence Based Medicine and Healthcare 8, no. 04 (2021): 177–83. http://dx.doi.org/10.18410/jebmh/2021/34.
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BACKGROUND Basic life support (BLS) although a lifesaving skill, is seldom taught in the first year of traditional Indian undergraduate medical curriculum resulting in lack of competence and confidence. Medical Council of India’s new competency based undergraduate curriculum stresses on early skill acquisition. Basic life support hands-on workshop can be a simple yet effective educational intervention in achieving the goal. The aim of the study is to determine the effectiveness of introduction of BLS training workshop to first year MBBS curriculum as a part of foundation course skills development. METHODS An interventional study in the form of BLS workshop consisting of lecture, demonstration and hands on practice on mannequins was conducted on first MBBS students. Assessment was done by standardized pre- and post-test questionnaire and direct observation of procedural skills (DOPS). Student’s perception was qualitatively explored by conducting focus group discussions (FGD) followed by thematic analysis. RESULTS Analysis of median pre- and post-test scores using Wilcoxon test matched pairs signed rank test revealed highly significant gain in knowledge and confidence (P value = 0.000). Thirty three percent students could perform all the seven steps of cardiopulmonary resuscitation (CPR) correctly, meeting all six quality indicators indicating satisfactory skill acquisition. Six overarching themes emerged from the focus group responses viz. importance of clinical skill acquisition in first year, suggested methods to improve skill training, effectiveness of BLS workshop, usefulness of learning BLS skill, readiness to perform CPR in real life scenario and need for curriculum reformation. CONCLUSIONS Simulation-based hands-on workshop can serve as an effective teaching learning strategy for foundation course BLS skills development under new competencybased first MBBS curriculum by Medical Council of India (MCI). KEYWORDS Basic Life Support, Cardiopulmonary Resuscitation, MBBS, Curriculum, Competency, Qualitative Analysis, Medical Education
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Kaur, Gurmeet, Kritika, and Priya Arora. "Electives in Medical Curriculum- An Insight of Medical Students." Indian Journal of Community Health 35, no. 4 (2023): 485–93. http://dx.doi.org/10.47203/ijch.2023.v35i04.015.
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Background: Electives include courses that are interest based, where the students are free to choose the course content. NMC has introduced electives in medical curriculum and it has been implemented for the first time in various medical colleges. Aims and Objectives: The objective of this study is to assess the perception of MBBS students regarding Electives program. Methodology: This cross-sectional study was conducted among the first batch of MBBS students that completed the electives program after taking their consent and approval from ethical committee. Electives Experience scale (EES) and Electives Rating Scale (ERS) were developed, tested, and used for this study. Median, inter quartile range, Cronbach’s alpha and Mann Whitney tests were used for analysis. Results: Most of the students learnt theory, practical, AETCOM (ethics & communication), clinical skills and research in both blocks of posting but research was more focussed in block 1 and practical knowledge and clinical skills in block 2. For the Likert scales (EES-1, EES-2, ERS-1, ERS-2 & ERS), Cronbach’s alpha was found to be quite robust for all the scales. Median and inter quartile range were calculated for EES and ERS scores. Mann Whitney test showed significant gender difference for EES-2. If the student had got elective of his/her choice in block 1, the mean ranks of EES & ERS were significantly higher but if the student had got the elective of his/her choice in block 2, significantly higher scores were seen in overall ERS, ERS-2 and EES-2 only. Conclusion: Electives is a welcome addition to the medical curriculum. However, proactive approach from the student is a must to utilize this opportunity to the fullest.
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Verma, Niket, and Seema Jain. "Perception analysis of first year MBBS students after attending the first one-month Foundation Course in a North Indian medical college." Journal of Education Technology in Health Sciences 7, no. 3 (2021): 96–100. http://dx.doi.org/10.18231/j.jeths.2020.023.
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K Shetty, Ashwini. "Perception on medical ethics in teaching among medical students in India." Bioinformation 18, no. 7 (2022): 613–16. http://dx.doi.org/10.6026/97320630018613.
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The importance of teaching medical ethics has emerged as a priority in recent decades. It is of interest to document data on the perceptions of the medical students on teaching professionalism and medical ethics during the foundation course using a validated questionnaire. The Cross sectional study was conducted a Medical college in South India consisted of 150 first year MBBS Students. We received 133 responses ,40% of the students agreed that medical ethics is just a common sense, Many students (80%) agreed that the topics taught during these medical ethics sessions were relevant, easy to comprehend, teaching learning methods adopted were appropriate and they were able to participate and engage in the teaching learning activity. Majority felt that the sessions created awareness about the ethical dilemmas that might arise during patient encounters and these sessions will help them to give a justified response and agreed that these sessions made them understand the foundations of philosophical, social and legal aspects of medical ethics and also motivated them to learn more about this medical ethics .Education in medical ethics is important to practise professionally and will improve their personality skills. Suggestions given to improve ethics teaching were to increase case based discussions, reflections by the senior faculty, movie demonstrations. Students identified importance of ethics education in current day and also favoured interactive methods of teaching for the delivery of ethics related competency.
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Priyanka, Kumawat, Sharma Rajendra, Jain Gunja, and Jawalekar Seema. "A Study to Evaluate Effectiveness of Role Play as A Teaching Learning Method for Communication Skills among Phase II Undergraduate Medical Students." International Journal of Toxicological and Pharmacological Research 14, no. 1 (2024): 64–72. https://doi.org/10.5281/zenodo.10969769.
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<strong>Introduction:</strong> Good communication skill is directly linked with positive outcomes in all the aspects of patient care. With the introduction of new curriculum in CBME there is inclusion of AETCOM module as well as competencies related to communication skills “Role play” is widely used as a teaching learning method to develop communication skills to enhance cognition, psychomotor skills, and affective domains in learners. The present study was undertaken to determine the perceptions of Phase II undergraduates about the use of role play as educational tool for communication skills. <strong>Methodology:</strong> It was a prospective; questionnaire based observational study done in department of Pharmacology on 100 2<sup>nd</sup> phase MBBS students. In which two competencies were finalized by the subject experts, from communication topic in pharmacology for role play session. The students were divided in two groups of 50 each and it further divided in 5 subgroups having 10 students in each subgroup to perform role play. Group I acted role play for one competency and Group II performed as observer for second session a crossover was done with 2<sup>nd</sup> communication competency. A pre and posttest in the form of MCQ was taken before and after role play respectively. At the end of the role play student and faculty feedback were taken by prevalidated questionnaire contain both close-ended (using 5-point Likert scale) and open-ended questions to know their perceptions for role play in Pharmacology as a tool for communication skills. Overall faculty and students’ perception was also taken on VAS. <strong>Results:</strong> The results showed that students preferred role play as the preferred instructional tool to teach communication skills. Pre and post test score comparison showed significant improvement with p<0.001. Impression of actor students was that 98% agreed or strongly agreed that role play assisted them in learning communication skills, and almost all (99%) enjoyed the simulation. 87% thought simulation covered critical content necessary for the mastery of medical curriculum. 91% considered that they understood how to use simulation activities to learn critical aspects of these skills. The overall acceptance of role play on Likert scale by actor students was around 8.0 on a scale of 0 to 10. The impression of the observer group students via Kalamazoo scale about the roleplay was that 91% agreed or strongly agreed that role play helped in learning communication skills to establish the relation among patients, 90% felt that it improves ability to communicate accurate information to patients. The students response for open ended questions was like “It was a very efficient way of learning; it was easy and fun filled experience to get knowledge.” 100% of faculty agreed to strongly perceived that role play helped teaching communication skills with more objectivity <strong>Conclusion:</strong> Almost all the students and faculty felt that role play can be used as an effective tool to improve the communication skills and it should be started at the foundation level. Besides the communication skills, knowledge was also enhanced and It imparts the good doctor patient relationship. This would help in achieving one of the IMG goals, to be a physician of the first contact with good communication skills.
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Ruchita, Dixit, Jain Khyati, and K. Dhariwal Somendra. "UNDERGRADUATE IMPRESSION REGARDING AETCOM AS LEARNING TOOL." October 19, 2021. https://doi.org/10.5281/zenodo.5763086.
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<strong>Introduction And Objective: </strong>Knowledge of proper Attitude, Ethics and Communication Skills with the patients plays a vital role in success of medical professionals. So, AETCOM module has been formulated to train the medical students from first MBBS itself as a part of their foundation course. We wanted to assess the perception of Attitude, Ethics and Communication Skills (AETCOM) Module by first MBBS students as a learning tool in their foundation course. <strong>Methods:</strong> 1. This is a cross sectional observational study conducted over a period of one month involving first year MBBS students who joined in the year 2019-20 in Private medical college at Chhattisgarh. 2. 105 students were included in this study. 3. The teaching schedule of AETCOM Module had four sessions three hours each. 4. At the end of the AETCOM module feedback on their perception was collected. <strong>Results: </strong>A majority of the students (77.14%) agreed that the AETCOM Module will definitely improve their communication skills with the patients. They also felt that this type of teaching should be included in their regular curriculum and this should be an ongoing process throughout their semester. Students views on AETCOM were- asset for gaining confidence of the patients (87.62%), useful for themselves and for future practice, excellent method for improvement of diagnosis (81.90%). <strong>Conclusion: </strong>The AETCOM Module will definitely help students on long-term basis. It will help them gain confidence and develop good communication skills for a better doctor patient relationship.
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Vinotha, Dr A. T. Sathiya. "Perceptual Feedback of Undergraduate Medical Students on Effectiveness of AETCOM (Attitude, Ethics and Communication) Session in Foundation Course." International Journal of Multidisciplinary Research and Analysis 04, no. 11 (2021). http://dx.doi.org/10.47191/ijmra/v4-i11-20.
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Introduction: In accordance with National Medical Commission (NMC) recommendation, one month foundation Course was conducted in our institution in August 2019.The present study was conducted to seek the opinion of the students regarding pertinence of the Attitude, ethics and communication (AETCOM) session in the course to enable revisions to be made in designing the course for the subsequent sessions, to make it more efficacious and student-oriented. Methods: First MBBS students joined in the year 2019-20 batch were involved in the study. The students were divided into three groups and three hours sessions have been taken separately for three consecutive days. The Teaching Schedule of AETCOM session was systematically designed with theory and case scenarios. At the end of the session all the students were provided a feedback questionnaire based on Likert scale and the responses were collected. Statistical analysis: The data collected was analysed using SPSS version 23 and simple mean and proportions were calculated. Results: 53.9% of the students perceived the AETCOM session discussed with case scenarios as good and 50% of the students were given feedback on overall session as good. Conclusion: The AETCOM session in foundation course has largely been perceived in a positive way by the students with some difference in opinion concerning relevance of certain topics. However, it has to be confirmed with further studies.
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Bhagat, Sayali, Samarthya Dongre, and Yamini Pusdekar. "Competency-based Medical Education: Perspectives from Students’ Lens: A Cross-sectional Study among Undergraduate Medical Students." Annals of African Medicine, March 4, 2025. https://doi.org/10.4103/aam.aam_139_24.
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Abstract Introduction: This study assesses the perception and challenges faced by medical students in adapting to India’s competency-based medical education (CBME) curriculum. The curriculum is gradually being accepted nationwide. Students and faculty are continuously trying to implement all components of CBME in their practical and theory classes. Objective: The research aims to provide insights into students’ perceptions and challenges for the newly implemented CBME curriculum. Methodology: A cross-sectional study was conducted among MBBS students at our medical college from 2019 batch onward. A questionnaire was sent using Google Forms and 293 responses were recorded. Data analysis was done using MS Excel. Results: The distribution of students across batches showed that 2019 and 2020 batches were the largest cohorts, comprising 39% and 37% respectively, followed by 2022 (14%) and 2021 (10%). The majority recognized the importance and achievement of the foundation course (73.4% and 75.5%, respectively). Attitude, Ethics, and Communication (AETCOM) was deemed necessary (79.8%) and contributed to doctor–patient relationships (43%). Early clinical exposure (ECE) was valued for interest and learning (87.3%), and practical technique like Objective Structured Clinical Examination was favored (83.9%). Challenges included time constraints for theory papers, finishing logbooks, limited self-study time, mental burnout, and coping with numerous competencies. ECE and integrated teaching were seen as pivotal for academic success, whereas AETCOM was acknowledged for its academic contribution.
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-, Rajesh Kunwar, Anjoo Agarwal -, and Rama Saini -. "Perception of Students About Usefulness of Foundation Course in Medical Curriculum." International Journal For Multidisciplinary Research 6, no. 3 (2024). http://dx.doi.org/10.36948/ijfmr.2024.v06i03.22827.
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Background: Foundation Course (FC) was introduced in the MBBS curriculum since 2019 with an aim to prepare a learner to study medicine effectively. The present study was undertaken to study the perception of students regarding its usefulness in the curriculum. Material and Methods: The study was conducted at a private medical college in Lucknow using a mixed method approach. The study population consisted of 1st phase MBBS students of 2021 & 2022 batch. Data was collected using a pre-validated questionnaire and FGDs. Results: The study included a total of 263 students. With regard to the attainment of various objectives of the course, the mean score and SD ranged from 7.59 + 1.65 for skills in IT to 9.39 + 1.23 for basic life support. Mean scores for all objectives except that for skills in IT and academic ambience, were found to be above 8.0. Mean scores for first aid and basic life support were above 9.0. In the analysis of qualitative data, 47.3% attributed exposure to campus environment and 41.1% attributed understanding of the profession to smooth acclimatization to medical college environment. 12.2% students suggested to increase the duration of the course and 20.9% suggested to decrease the duration. For improvement in the course, 35.7% recommended increasing hospital/ field visit and 40.7% recommended more of practical classes. Overall, the students perceived that the course attained all the objectives to a large extent. Conclusion: The students perceived the foundation course as a useful inclusion in their curriculum.
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Badaam, Khaled M., Shazia Masroor Shaikh, and Asim M. Badaam. "Assessment of Attitude of First Year Medical Undergraduate Students Towards Communication Skills Training: A Cross-sectional Study." JOURNAL OF CLINICAL AND DIAGNOSTIC RESEARCH, 2022. http://dx.doi.org/10.7860/jcdr/2022/53468.16313.
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Introduction: Attitude, Ethics and Communication modules (AETCOM) for undergraduate medical students have been suggested by the Indian Medical Council (2015) in the new curriculum based on competencies. There is a need to assess the attitude of students towards communication skills training modules. Communication Skills Assessment Scale (CSAS) is an accepted tool for it. Aim: To assess the attitude of first year medical undergraduate students towards communication skills learning programme. Materials and methods: The present cross-sectional study was conducted in Department of Physiology at Government Medical College, Aurangabad, Maharashtra, India, in the third week of November 2016. Total 60 students from first year undergraduate (MBBS) course were included in the study. The CSAS questionnaire has 26 items using five-point Likert scale with 13 positive and 13 negative statements about communication skills training labelled as Positive Assessment Scale (PAS) and Negative Assessment Scale (NAS). The scores were compared for gender groups and English medium and vernacular medium group by Independent two-tailed student’s t-test. Results: Sixty students (34 females and 26 males) were present with mean age of 18.4±0.8 years. Overall, PAS was 53.5±7.8, and NAS was 32.2±6.1. Among 26 males, PAS was 52±10.7, and among 34 females it was 54.7±4.4 (p-value=0.18). NAS in males was 34.2±6.3, whereas, in females, it was 30.7±5.6 (p-value= 0.026). Conclusion: The findings indicate the acceptability of communication skills training among first year MBBS students. There is a need to utilise these positive perception among students and train them to become competent doctors with the desired communication skills.
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Shashikala, N., Gireesh Gireesh, Vidyashambhava Pare, and M. V. Nagashree. "Assessing the impact of foundation course among medical students affecting their outlook, responsibilities and attitude towards the medical profession." International journal of health sciences, October 1, 2022, 11461–71. http://dx.doi.org/10.53730/ijhs.v6ns6.13177.
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Background: The medical education programme apart from imparting knowledge has prepare the medical graduate to appraise oneself with the evolving new evidences for appropriate care of the patient considering the health care needs of the patient population, focusing on assessing the performance (outcomes), learner’s continuous quality improvement and making it learner driven. The universities across the world are developing and implementing orientation programmes to further strengthen medical education. Objective: To evaluate the student’s perception towards the contents of the foundation course as well as its relevance in their day to day academic activities. Methods: A cross sectional study was conducted among all the students of our institute. The feedback data for the foundation course was collected from the first years after six months along with the students across the years in medical school, as they had undergone only one day orientation programme. Results: About 457 students participated in the study of which 94 belonged to the first MBBS. About 90% of the students agreed with concept of the foundation course and about 85% of senior students felt the need for the same.
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Basanti Kumari Pathi, Kumudini Panigrahi, Alpana Mishra, and Nirmala Poddar. "Effectiveness of Foundation Course on Skills Training (BLS, BMW & Hand washing) among First-Year MBBS Students." Journal of Evolution of Medical and Dental Sciences, May 25, 2022, 633–37. http://dx.doi.org/10.14260/jemds.v11i6.126.
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BACKGROUND
 The foundation course (FC) will provide a sound foundation for understanding the MBBS course. The fresh undergraduate (UG) should be aware of some basic safety principles like basic life support (BLS), biomedical waste management (BMW) & hand hygiene (HH). We wanted to access the student's knowledge about BLS, BMW and HH skills after four months of FC and their perception of the skills module of FC.
 METHODS
 A cross-sectional observational study was conducted in the Department of Microbiology, KIMS, Bhubaneswar. After four months of completing the FC, the individual student was assessed for the knowledge domain of BLS, BMW & HH by multiple-choice questions and feedback from students was taken.
 RESULTS
 Out of 150, 99 (66 %) students responded to MCQs of BLS, BMW & HH and 120 (80 %) students gave feedback to the FC. A consensus measure expressed in percentage was obtained for each item. Most of the students acquired 60-70 % of the marks. The mean, median & mode of BLS, BMW & HH were 7.23, 7 & 7; 7.94, 8 & 8; 6, 6 & 7. 75 % of students said that skill training during FC was helpful for better patient care.
 CONCLUSIONS
 BLS, BMW & HH are the essential skills; students should have a basic idea about these skills, which help them in clinical posting after years. Accounting for the feedback of students regarding the FC can be modified.
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Patel, Jitendra, and Pratik Akhani. "A study of perception of first-year MBBS students toward orientation program and foundation course at entry level." National Journal of Physiology, Pharmacy and Pharmacology, 2017, 1. http://dx.doi.org/10.5455/njppp.2017.7.0412301052017.
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Shanmugam, Jeevithan, Rashmi Ramanathan, Mohan Kumar, Magadi Gopalakrishna Sridhar, Kalanithi Thaneerpandal Palanisamy, and Seetharaman Narayanan. "Perspectives of Indian medical students regarding the competency based medical education curriculum – A qualitative, manual, theoretical thematic content analysis." Annals of the National Academy of Medical Sciences (India), August 21, 2024, 1–7. http://dx.doi.org/10.25259/anams-2023-6-14-(965).
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Objective A competency-based undergraduate curriculum for the Indian Medical Graduates has been introduced since August 2019. The objective of this study was to capture the perspectives of students regarding the competency-based medical education curriculum. Material and Methods We present the qualitative findings from a multicentric cross-sectional study conducted among first-year MBBS students of selected medical colleges in India (2019–2020 batch) enrolled using a multistage random sampling method between February and March 2020. Qualitative data were analyzed using manual, theoretical thematic content analysis following the steps endorsed in Braun and Clarke’s six-phase framework. Results Of the 336 medical students, 175 (52.1%) were from the government and 154 (45.8%) were from private medical colleges. The initiatives that were perceived to be most useful by students were sports, including extracurricular activities; attitude, ethics and communication (AETCOM) modules; yoga sessions;field visits; and skills modules (especially basic life support training). The duration of the foundation course, documentation of early clinical exposure, self-directed learning in the form of logbooks, records and related assignments for each subject, and pattern of assessment methods were initiatives that required modifications from student’s perspective. Also, the suggestions provided by students to improve the curriculum has been summarized in this article that included changes in pattern of question papers, introducing skill certification, capturing subject based – student centered reflections, making available a mental health counselor, introducing literary clubs, and inter medical college visits. Conclusion The introduction of competency based medical education for undergraduate curriculum is a step in the right direction. But the need of the hour is to continuously adapt – based on the experiences of teachers, administrators, other stakeholders and students in particular.