Knowledge Gain and Student Perceptions Following Two Methods of Early Clinical Exposure in Physiology among First-Year MBBS Students

Abstract

Introduction: Early clinical exposure (ECE) is an integral component of the competency-based undergraduate medical curriculum in India and can be delivered through different instructional methods. Evidence directly comparing different ECE methods in the same group of students is limited. This study compared knowledge gain following case-scenario and video-assisted lecture methods of ECE and assessed students' perceptions of these approaches. Methods: This educational interventional study employed a two-period, two-topic crossover design involving 96 first-year MBBS students in the Department of Physiology during NovemberDecember 2024. Students received ECE on two topics using both case-scenario and video-assisted lecture methods in a crossover sequence. Knowledge was assessed using identical pre-test and post-test questionnaires. Students' perceptions were evaluated using a structured questionnaire and open-ended feedback. Knowledge gain was analysed using paired statistical tests and a linear mixed-effects crossover model. Results: Significant improvement in post-test scores was observed following both teaching methods (p Conclusions: Both case-scenario and video-assisted lecture methods of ECE significantly improved immediate knowledge among first-year MBBS students. Although knowledge gain was comparable between the two approaches, students showed greater preference for case scenarios. The findings support the complementary use of both methods while planning ECE sessions in undergraduate medical education.