Views of teachers’ and students’ regarding the distribution of subjects in phase II and phase III of MBBS course

Content Provider	Semantic Scholar
Author	Rahman, Mohibur Talukder, Humayun Kabir
Copyright Year	2019
Abstract	This descriptive type of cross sectional study was conducted in twelve medical colleges of Bangladesh to assess the views of teachers and students regarding the distribution of subjects in Phase II and Phase III of MBBS curriculum 2012. This study was conducted from July 2017 to Apr 2018 where views were collected from 91 teachers and 991 students. Study revealed that, 90.1% respondents mentioned for rearrangement of subjects and around 87.9% teachers and 90.3% students opined for addition of Pathology subjects in Phase II of MBBS course. Study also recommended that more extensive study is needed to get an unanimous opinion from the students and medical teachers regarding the subjects in Phase II and Phase III of MBBS course. Views of teachers’ and students’ regarding the distribution of subjects in phase II and phase III of MBBS course 1 2 Brig Gen Dr. Md. Mohibur Rahman , Professor Dr. Md. Humayun Kabir Talukder Bangladesh Journal of Medical Education ISSN: 2306-0654 19 Bangladesh Journal of Medical Education 2019;10(2):19-22. © 2019 Rahman et al., publisher and licensee Association for Medical Education. This is an Open Access article which permits unrestricted non-commercial use, provided the original work is properly cited. Introduction The process of medical education in Bangladesh began with the establishment of Mitford medical school and hospital at th Dhaka in the early 20 century The medical education . system inherited the typical features of colonial education which is very much on the traditional pattern: lecture based, teacher centered, discipline based, examination oriented and hospital based. Before 1988 there was no formal medical curriculum except a syllabus which was published by 1 Bangladesh medical & Dental council . The national undergraduate medical curriculum adopted in medical colleges of Bangladesh was first developed in 1988 through Centre for Medical Education (CME) and supported by 2 UNDP and WHO . The undergraduate medical curriculum followed in the medical colleges was developed with an aim to produce community oriented doctors who will be able to provide essential primary health care to the community. But evaluation by the UNDP and Godfrey et al revealed that it was neither community oriented nor competency based and 3 there were scope for much improvement . During the last few decades many authorities like World Federation for medical Education (WFME) and General Medical Council (GMC) highlighted the need for reorientation of medical education and suggested for such 4 changes . Various innovations and trends which have been undertaken globally as strategies include education for capability to reduce information overload, community oriented medical education, problem based learning, early 5 patient contact and integrated learning . In the light of above situation, the new undergraduate medical curriculum 2002 was developed with the initiative of Further Improvement of Medical Colleges (FIMC) 6 project and WHO by Centre or Medical Education (CME) . This undergraduate medical curriculum 2002 has three phases; namely Phase I, Phase II and Phase III. During the first one and half year (Phase I) students were taught about Anatomy, Physiology & Biochemistry and introductory chapters of Community Medicine. During the next two years (Phase II) students learned about five para-clinical subjects such as Community Medicine, Forensic Medicine, Pathology, Pharmacology & Toxicology and Microbiology along with the clinical subjects like Medicine & allied subjects, Surgery & allied subjects and Gynaecology & Obstetrics. During this time students were attached to the wards for their clinical training. In last one & half years (Phase III) students continued to learn about Medicine, Surgery & Gynaecology. One notable findings of this curriculum was that students learned about all para-clinical 3 subjects together . In 2012 Bangladesh Medical and Dental Council (BMDC) introduced the current undergraduate MBBS curriculum with some modifications of previous one. In present curriculum, the total course is divided into four phases. Keeping the subjects same, phase III has been renamed as Phase IV and Phase I as before. Phase II of previous curriculum has been rearranged into two with Community Medicine & Forensic Medicine in Phase II and Pathology, Pharmacology & Toxicology and Microbiology in Phase III. During Phase II, students also have schedule classes for clinical subjects such as Medicine &allied subjects and Surgery & allied subjects. In the meantime a considerable number of students have followed this curriculum. The present study was conducted to collect the views of teachers and students regarding the distribution of subjects in Phase II and Phase III of MBBS course. 1. Professor, Department of Pathology Armed forces Medical College Dhaka Cantonment, Dhaka. 2. Professor, Curriculum Development & Evaluation Centre for Medical Education, Mohakhali, Dhaka. Address of correspondence: Brig Gen Dr. Md. Mohibur Rahman Professor, Department of Pathology, Armed forces Medical College Dhaka1206, Bangladesh Email: muhibdr@gmail.com Orginal Article
Starting Page	19
Ending Page	22
Page Count	4
File Format	PDF HTM / HTML
Volume Number	10
Alternate Webpage(s)	https://www.banglajol.info/index.php/BJME/article/download/44638/32659
Alternate Webpage(s)	https://doi.org/10.3329/bjme.v10i2.44638
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article