Evaluating the Educational Impact of Medical Interdisciplinary Research and Academic Collaboration for Excellence (MIRACLE) 2025: Insights From an Undergraduate Medical Conference at Madras Medical College

Background Undergraduate medical conferences provide a valuable yet often underutilized platform for fostering clinical reasoning, research aptitude, and interdisciplinary learning. Medical Interdisciplinary Research and Academic Collaboration for Excellence (MIRACLE) 2025, conducted at Madras Medical College, was the institution's first full-scale undergraduate conference aimed at integrating academic learning with practical exposure. Methods Feedback from participants was analyzed to assess the educational impact of the conference. The medicine workshop was selected for detailed evaluation, with 40 participants attending and 24 submitting feedback through a structured Google Form. The questionnaire used a Likert-type scale to assess five speaker-related parameters and six overall domains. Additionally, four plenary sessions held in the general auditorium were evaluated by 221, 222, 205, and 245 participants, respectively. Quantitative data were analyzed descriptively, and open-ended responses underwent thematic analysis. Results The medicine workshop received overwhelmingly positive feedback, with 16-19 participants on average rating each parameter as "done well." High scores were reported for content coverage, interactivity, and audiovisual quality, while time management received comparatively lower ratings. Thematic analysis revealed appreciation for the clarity and approachability of faculty, along with requests for longer, more hands-on sessions. Similarly, plenary sessions were well-received, with the majority of respondents awarding scores of 5 across both days. Conclusion MIRACLE 2025 successfully demonstrated the educational potential of undergraduate conferences. Participant feedback reflected high satisfaction with both the scientific and interactive components, highlighting the role of such events in bridging theoretical learning and clinical practice. Structured feedback and future objective assessments could further strengthen the impact of similar initiatives in medical education.