Early Clinical Exposure through Modular Curriculum in Undergraduate Medical Students: Student Experiences

Abstract

Objective: To explore experiences and perceptions of early clinical exposure (ECE) in undergraduate medical students under a modular curriculum through a mixed-methods approach.

Methodology: This cross-sectional mixed-methods study was conducted at Rashid Latif Khan University Medical College, Lahore from July to September 2025, following a recently introduced modular curriculum after ethical approval. The participants were second-year MBBS students who had completed at least one year of learning under the modular system with early clinical exposure components. After obtaining written, informed consent, 100 students were included using non-probability convenience sampling technique. Quantitative data was collected through a structured questionnaire using 5-point Likert scale assessing integration of basic and clinical sciences, motivation to learn, communication with patients, and overall satisfaction. Qualitative perceptions were obtained through focus group discussions (FGDs), transcribed verbatim and analyzed thematically using NVivo software. Quantitative data was analyzed using Statistical Package for the Social Sciences (SPSS) version 25.

Results: The majority of the students were of the opinion that ECE resulted in enhanced incorporation of basic and clinical sciences (mean Likert score 4.3/5), it also improved the motivation to learn (4.5/5), and better-quality communication skills with patients (4.2/5). Qualitative data analysis with thematic analysis discovered four major themes, i.e.  (1) Linking theory and practice;  students recognized the significance of learning in a specific context (2) Motivation through realistic exposure - clinical learning environment stimulated them for enhanced learning (3) Professionalism and communication - students felt an improvement in their self-confidence, communication skills and empathy with the patients; and (4) Challenges and barriers - despite major positive outcomes overcrowding, lack of time, and inconsistent faculty input posed difficulties.

Conclusion: The majority of the students perceived early clinical exposure within modular curricula positively. It enhanced students' motivation, understanding, and communication skills. Fixing the logistical and faculty training challenges can maximize the impact.