Perception of Early Clinical Exposure Among Medical Students After Phase I of the MBBS Programme at Defence Services Medical Academy

Abstract

Early Clinical Exposure (ECE) introduces medical students to patients and clinical environments during the preclinical phase, facilitating integration of basic sciences with clinical practice. Evaluating students' perceptions is important for determining the educational value of ECE and identifying areas for curricular improvement. This study aimed to assess perceptions of ECE among medical students after Phase I of the MBBS programme at the Defence Services Medical Academy (DSMA). A cross-sectional survey was conducted among medical cadets who had completed Phase I of the MBBS programme at DSMA. Data were collected using a structured, self-administered questionnaire containing five-point Likert-scale items. The questionnaire assessed perceived usefulness, satisfaction with programme structure, confidence and skill development, challenges, and overall perception of ECE. Data were summarised using descriptive statistics. Students demonstrated predominantly positive perceptions of ECE. Most respondents agreed or strongly agreed that ECE helped them understand the relevance of basic sciences to clinical practice (91.8%), improved their understanding of diseases and patient care (89.0%), and enhanced early clinical reasoning skills (93.2%). ECE was also perceived to improve communication skills (91.8%), confidence in talking with patients (89.1%), observation of clinical signs (90.4%), and empathy and patient-centred attitudes (91.7%). Overall, 90.4% considered ECE a valuable component of their education, and 93.1% believed it should remain in the curriculum. Nevertheless, 89.0% agreed or strongly agreed that improvements to the ECE programme were needed. Medical students had favourable perceptions of ECE, particularly regarding integration of basic sciences with clinical practice and development of early clinical and professional skills. Continued implementation with systematic refinement of programme organisation and delivery may further enhance the educational value of ECE at DSMA.