First-Year medical students' perspective on early clinical exposure in the era of competency-based medical education: Unraveling by thematic analysis

Introduction: Implementation of Competency-Based Medical Education (CBME) as an outcome-based teaching methodology has brought changes in the curriculum worldwide in terms of teaching and learning. As students are the prime stakeholders in medical education, their feedback is crucial in designing the curriculum framework. We present thematic analysis of medical students' feedback on Early Clinical Exposure (ECE), which has given an in-depth insight into their perceptions. Materials and Methods: A prospective study was conducted post early clinical exposure session for the first-year MBBS students under the CBME curriculum from April to October 2021 in a teaching medical institute. Feedback was collected in text transcripts by two open-ended questions about effectiveness and suggestions for improvement. Qualitative data analysis of thematic type was performed. Results: Post-familiarization of data codes were generated for each of the two questions. Codes with similar meanings were grouped into four themes for each question. Analysis of students' transcripts revealed perspectives on knowledge, doctor-patient relationship, clarity in understanding concepts as themes for effectiveness, the need for case-based learning in the hospital environment, time management, and innovative teaching methods as themes for improvement. Conclusion: Students perceived the teaching methodology of early clinical exposure positively and recognized the need to integrate basic science with clinical expertise and professional identity at an early stage in medical school. The study results have brought out implications for improving teaching sessions in terms of technology use, content, and creating a conducive environment for the learners.