Document Type : Original Article


1 Departments of Physiology

2 Departments of Physiology and Community Medicine, Government Medical College, Jammu, Jammu and Kashmir, India

3 Department of Physiology, Acharya Shri Chandra Medical College and Hospital, Sidhra, Jammu, Jammu and Kashmir, India


BACKGROUND: Advances in scientific research necessitates updating of the curriculum and
the Medical Council of India now Board of Governors have proposed a new competency‑based
undergraduate curriculum for the Indian Medical Graduate. The authors wanted the views of medical
students about basic sciences teaching in the form of feedback, their perceptions and attitudes toward
the basic sciences and their opinions about the relevance of these subjects, and finally any ideas
about improvement in teaching of basic sciences.
MATERIALS AND METHODS: The present cross‑sectional study was conducted in two medical
colleges of Northern India and 250 medical students from each medical school were the study
participants. Students of the 1st year were not included, but interns were included. A pretested
questionnaire having twenty questions with answers in the form of “yes” and “no” was used. Chi‑square
was the test of significance.
RESULTS: Almost all the participants considered the basic sciences as an integral part of medical
curriculum and a higher number of Government Medical College respondents opined that their
knowledge made it easier to understand clinical subjects (P < 0.05). However, higher proportion of
ASCOMS (Acharya Shri Chandra College Medical Sciences) of respondents emphasized that the
focus should be on clinical subjects and that current student–teacher ratio be increased (P < 0.05).
Majority of the respondents labeled Anatomy having the immense syllabus, while Physiology was
designated as more relevant and having a better recall during clinical discourse (P > 0.05).
CONCLUSION: Basic sciences lay strong foundation for subsequent clinical learning. Medical
education is best taught with hybrid use of lectures, tutorial, group discussions, audio‑visual aids, and
integrated teaching. The new proposed competency‑based curriculum and the Attitudes, Ethics and
Communication Module are likely to improve the overall medical education and health‑care scenario.


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