From Theory to Practice: Structural Barriers to Effective Clinical Training in Public Sector Teaching Hospitals

Afaq Ahmad; Muhammad Haris Ramzan

doi:10.51253/pafmj.v76i6.14858

Authors

Afaq Ahmad Medical Student, Khyber Medical University Institute of Medical Sciences (KMU-IMS) Kohat, Pakistan
Muhammad Haris Ramzan Professor of Physiology, Khyber Medical University Institute of Medica Sciences (KMU-IMS), Kohat, Pakistan

DOI:

https://doi.org/10.51253/pafmj.v76i6.14858

Abstract

The transition from preclinical to clinical training is a critical phase in undergraduate medical education. In Pakistan, the MBBS curriculum spans five years, with the first two years primarily focused on basic sciences and the subsequent three years dedicated to clinical training. The third year marks the formal transition to hospital-based learning. While this structure aligns with regulatory frameworks, the shift from theory-based instruction to patient-centered clinical practice is often abrupt and challenging for students.

Early clinical exposure has been shown to enhance student confidence, professional identity formation, and integration of theoretical knowledge into practice. ¹ However, limited structured clinical orientation during the preclinical years may reduce preparedness forward-based learning. Strengthening case-based learning (CBL) and problem-based learning (PBL) during early years could help bridge this gap, as integrated curricula are associated with improved clinical reasoning skills. ²

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