Early clinical exposure as a learning tool to teach respiratory physiology for first year mbbs students

Background: Early Clinical Exposure (ECE) is an educational approach designed to integrate clinical practice with basic science teaching. In traditional medical education, the disconnect between preclinical knowledge and clinical application often hinders students’ understanding and motivation. Respiratory physiology, a critical subject in medical education, can be abstract and challenging without clinical context. This study evaluates ECE as a tool for teaching respiratory physiology to first-year MBBS students, focusing on its impact on learning outcomes and motivation. Aim and Objectives: To assess the effectiveness of ECE in improving the understanding and retention of respiratory physiology concepts among first-year MBBS students. Methods: This cross-sectional study involved 100 first-year MBBS students divided into two groups. Group A received conventional lecture-based teaching, while Group B experienced ECE, including visits to the respiratory medicine ward and interactive learning on respiratory conditions like COPD and restrictive lung diseases. Students’ performance was evaluated using multiple-choice and short-answer questions. Statistical analysis, including the Student’s t-test, was performed to compare group outcomes. Results: ECE significantly improved academic performance in Group B, with higher mean scores (7.86 ± 1.36) compared to Group A (5.37 ± 1.87) in COPD assessments (p < 0.0001). In restrictive lung disease assessments, Group B also outperformed Group A (6.39 ± 1.15 vs. 5.48 ± 1.91, p = 0.005). Students in the ECE group reported enhanced understanding, motivation, and engagement. Conclusion: ECE effectively bridges the gap between theory and clinical practice, enhancing students’ comprehension and motivation in learning respiratory physiology. The findings support incorporating ECE into medical curricula as a complementary teaching strategy to improve educational outcomes.