Adlakha Vaishali, Jha Tanvi, Sahoo Pallavi, Muralidharan Aishwarya, Bachani Damodar
Department of Community Medicine, Lady Hardinge Medical College, New Delhi 110001, India.
Natl Med J India. 2018 Jan-Feb;31(1):29-31. doi: 10.4103/0970-258X.243412.
The methods of classroom and clinical teaching in the MBBS course in India have not seen major modifications or innovations in recent decades, leading to dissatisfaction among students. Lack of conclusive data in this regard and absence of a mechanism for students' feedback are also areas of concern. We aimed to assess the satisfaction levels and identify lacunae in undergraduate medical education in India.
We used an 8-item questionnaire to identify lacunae in medical education. A total of 336 undergraduate medical students from second and third professional years and interns of Delhi voluntarily participated in the study. Data were analysed using SPSS 17 version.
Eighty-one per cent of students were not satisfied with teaching methods due to lack of coordination between different departments and lack of problem-based learning. Sixty-five per cent of students did not find the classroom environment conducive to learning due to large sizes of teaching batches and inadequate maintenance of infrastructure. Eighty-six per cent of students were not satisfied with learning experience during clinical postings attributing it to 'doctors being too busy to teach in clinics'.
There is dissatisfaction among students indicating their desire for improved methods in medical education. Suggestions include short-term reforms such as encouraging interdepartmental planning and introducing problem-based learning, coupled with long-term measures such as improving infrastructure.
近几十年来，印度医学学士课程的课堂教学和临床教学方法没有重大改进或创新，导致学生不满。这方面缺乏确凿数据以及缺乏学生反馈机制也是令人担忧的领域。我们旨在评估印度本科医学教育的满意度水平并找出不足之处。
我们使用一份包含8个条目的问卷来找出医学教育中的不足之处。来自德里第二和第三专业年级的336名本科医学生以及实习生自愿参与了该研究。使用SPSS 17版对数据进行分析。
81%的学生对教学方法不满意，原因是不同部门之间缺乏协调以及缺乏基于问题的学习。65%的学生认为课堂环境不利于学习，原因是教学班级规模大以及基础设施维护不足。86%的学生对临床实习期间的学习体验不满意，将其归因于“医生太忙而无法在诊所教学”。
学生中存在不满情绪，表明他们希望改进医学教育方法。建议包括短期改革，如鼓励跨部门规划和引入基于问题的学习，以及长期措施，如改善基础设施。
