Impact of Panel Discussion in Educating AETCOM First Module among Undergraduate Medical Students

Abstract

Introduction: Indian medical graduates face challenges in communication skills, ethical awareness, and patient interactions. The Medical Council of India introduced the Attitude, Ethics, and Communication Module (AETCOM) to address these issues. Module 1.1 explores the concept of being a doctor and its complexities, emphasising holistic understanding and attentive listening. Aim and Objectives: This study assesses the effectiveness of panel discussions in teaching AETCOM's Module 1.1 among first-year medical students. Objectives include comparing pre- and post-scores after the discussion and exploring students' perceptions of the approach. Methodology: A cross-sectional study design was employed. An intervention involved a 2-hour panel discussion session with experienced doctors sharing insights. Pre- and post-test questionnaires, along with a feedback form, were administered to students. Data from 139 participants were analysed using SPSS, employing paired t-tests and perception-based analyses. Results: Panel discussions induced significant shifts in students' perceptions. In Case 1, opinions on teleconsultation, patient disclosure, and self-medication evolved, highlighting the value of transparent communication. Case 2 indicated heightened scepticism towards diagnostic decisions without proper examination and reinforced the importance of patient autonomy. Case 3 emphasised ethical considerations, strengthening the stance against disclosing terminal illness in public settings. Students perceived the session as informative (98.6%), interesting and useful (91.4%), applicable to clinical practice (97.9%), and effective in clarifying doubts (90.7%). Discussion: The study successfully demonstrated that panel discussions positively impacted students' perceptions across diverse medical scenarios. Ethical awareness, critical thinking, and practical understanding were enhanced. The findings underscore the significance of interactive discussions in medical education, fostering students' ethical and patient-centred perspectives. Conclusion: The study illustrates the positive influence of panel discussions in enhancing medical education. AETCOM's Module 1.1, supported by panel discussions, effectively addressed communication, ethical dilemmas, and patient interactions. Students' perspectives evolved, and the approach was well-received, indicating its potential to foster compassionate and competent healthcare professionals. Through active learning and ethical awareness, this methodology contributes to shaping a more patient-centric medical workforce.