Concept Posters as a Reflective Learning Tool in the Foundation Course of MBBS Graduates: Experiences from a medical college in Andaman and Nicobar Islands, India

Abstract

INTRODUCTION: The National Medical Council (NMC), Government of India, introduced the Foundation Course (FC) to orient first-year MBBS students to the medical programme. FC has gone through many changes since its implementation and needs to be evaluated to assess its impact. However, conventional assessments may fail to capture collaborative processes and reflective depth among students. This study evaluated the use of concept posters combined with reflective writing as a pedagogical tool within the FC at a medical college in the Andaman & Nicobar Islands (A & N Islands). MATERIAL & METHODS: A convergent mixed-methods study was conducted among 109 first-year MBBS students at a medical college in the Andaman & Nicobar (A & N Islands). Students were assigned to 10 demographically balanced groups and asked to collaboratively create and present concept posters on five FC modules. Assessment was done with a structured questionnaire as well as reflective follow-ups after concept poster presentation sessions. The reflective write-ups were assessed using the ‘DEAL’ (Describe, Examine, and Articulate Learning) framework. RESULTS: In most modules namely waste management and Basic Life Support (BLS); high alignment was seen between expected and perceived scores. Attitude, Ethics, and Communication (AETCOM)-related subdomains, such as communication and time management, however, showed significant discrepancies. Reflective writing revealed weak critical analysis but a clear expression of personal learning. CONCLUSION: Concept posters and reflective writing effectively facilitated collaborative and reflective learning in the FC, therefore supporting the objectives of Competency-Based Medical Education (CBME) of early professional identity development and competency integration.