The Impact Of Teaching Medical Law Through Small Group Teaching For Early Clinical Preparedness Among 3rd Professional Part-II MBBS Students

Abstract

Background: Medical law forms a critical component of professional competence, equipping future physicians to manage medico-legal responsibilities with confidence and accountability. Traditionally, this subject has been taught through didactic lectures, which may limit student engagement and hinder clinical preparedness. Small Group Teaching (SGT) provides an interactive, learner-centered approach that can enhance understanding and application of medico-legal concepts.

Methods: A prospective, interventional study was conducted among 146 MBBS students at Gouridevi Institute of Medical Sciences, Durgapur. Participants were divided into 10 groups and underwent 10 structured SGT sessions covering key medico-legal topics including informed consent, medico-legal documentation, issuance of certificates, medico-legal responsibilities under POCSO, MTP Act, THOTA, and indemnity provisions. Pre- and post-intervention assessments were carried out using a 20-item multiple-choice questionnaire and open-ended questions. Feedback was collected to evaluate student perceptions. Data were analyzed using descriptive statistics, Chi-square tests, and paired t-tests.

Results: Statistically significant improvements were observed in 17 out of 20 test items (p < 0.0001), with correct responses rising markedly for informed consent (29.5% to 83.6%), SAFE kit components (17.8% to 81.5%), and MTP Act provisions (9.6% to 78.8%). Feedback analysis revealed high satisfaction, with over 90% of students strongly agreeing that SGT enhanced their knowledge, interest, and confidence in handling medico-legal cases. Qualitative responses highlighted professional growth, improved ethical awareness, and the need for further practical exposure.

Conclusion: Teaching medical law through SGT significantly improves knowledge acquisition, clinical preparedness, and professional development in MBBS students. The overwhelmingly positive feedback underscores its potential for integration into the medical curriculum. Longitudinal studies with real-case exposures are recommended to consolidate these gains and enhance medico-legal competency.