Student-Doctor Method for Clinical Training Among Phase III Part II MBBS Students
Introduction: The Student–Doctor method, recommended by the National Medical Commission (NMC) under the Competency-Based Medical Education (CBME) curriculum, aims to bridge the gap between theoretical learning and practical clinical exposure. It provides medical students with longitudinal patient ca...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
National Board of Examinations
2025-07-01
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| Series: | National Board of Examinations Journal of Medical Sciences |
| Subjects: | |
| Online Access: | https://natboard.edu.in/ejournal/articledtl?x=T3I2MTJ6RmdpN2NnQUh5OXpiMU1PQT09 |
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| Summary: | Introduction: The Student–Doctor method, recommended by the National Medical Commission (NMC) under the Competency-Based Medical Education (CBME) curriculum, aims to bridge the gap between theoretical learning and practical clinical exposure. It provides medical students with longitudinal patient care experiences and fosters active participation in diagnosis, treatment, and patient communication. This study evaluated the feasibility and effectiveness of implementing the Student–Doctor method among Phase III Part II MBBS students in the Department of General Medicine at a medical college in Coimbatore. Materials and Methods: A mixed-methods study was conducted among 60 final-year MBBS students posted in General Medicine. Students were divided equally into five units and underwent a pre-test consisting of 25 multiple-choice questions (MCQs) via Google Forms. Cases were allotted for longitudinal follow-up under faculty supervision, following the Student–Doctor model. After a one-week clerkship experience, students presented their cases, and a post-test along with structured feedback questionnaires was administered. Quantitative data were analyzed using SPSS version 27, employing paired t-tests for pre- and post-test comparisons, while qualitative feedback was subjected to thematic content analysis. Results: The results demonstrated a statistically significant improvement in clinical knowledge. The mean pre-test score in the May batch increased from 16.3 to 20.26, and in the June batch from 17.13 to 21.26, with p-values <0.001 in both groups. Student feedback was highly positive, with the majority rating the teaching quality, faculty support, communication opportunities, and patient engagement as excellent or very good. Conclusion: The Student–Doctor method proved to be an effective and feasible model for clinical training, significantly enhancing clinical competencies and receiving favorable acceptance from students. This approach aligns with CBME goals and strengthens the development of patient-centered, competent future physicians. |
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| ISSN: | 2583-7524 |