Table 2 Strengths and challenges related to curriculum and practices based on student and faculty FGDs. The strengths, challenges and recommendations of the common themes that emerged related to curriculum (course contents, mode of instruction, integration, and assessment), student engagement and achievement
Current curriculum/practice | Strengths | Challenges/Recommendations |
|---|---|---|
Course Contents | Well sequenced Relevant topics Clinically oriented cases Basic principles and theories useful Well built up from concepts to application | Consistency in delivery by diverse facilitators (clinical/basic science faculty) More contextually relevant cases |
Mode of Instruction | Interactive sessions Role plays interesting Simulated patients effective Well-made Scenarios Small group activities work well Discussions improved understanding Movies/video clippings effective resource | Teaching in small groups (multiple facilitators required for small group work, multiple venues and logistics required for small group activities) Involvement of clinical faculty |
Integration | Good integration in modules seen in Years I and II | Better integration required in PBLs and PSILs PBL facilitators to be better equipped for addressing ethical issues |
Assessment | Student worksheets help assess student learning Student assignments reflect their learning Student presentations show understanding Reflexive notes reflect their thoughts, feelings and bias | Introducing summative assessment |
Engagement | Concurrent sessions with smaller groups facilitated discussion Interactive lectures helped keep students engaged Reflexive/reflective notes show student involvement with the subject In class worksheets improved learning and engagement Questioning increased critical thinking | Multiple faculty (2–3 faculty required for concurrent sessions) Faculty with diverse experience (faculty with a background of bioethics and clinical faculty) Multiple venues (availability of more than one venue for each session) Logistics/resources (in terms of venues, equipment) |
Student achievement (In terms of personal and development-as quoted by students) | Broadened understanding and helped understand the individual case and not only the disease Helped become more empathetic and humane Contributed significantly to critical thinking, reasoning, and problem-solving skills Assisted in setting clear cut professional norms/boundaries Not only helped become a better practitioner but a better person Increased sensitivity to ethical issues Changed perception of role of health care provider Helped differentiate between right and wrong Reflection on own and others’ behaviors | Limited self-reflection ensuring skill development |