Elective Module Preferences among Third-Year MBBS Students: Analysis of Preferences, Trends, Demand, and Allocation under the Competency-Based Medical Education Curriculum

Abstract Background: The Competency-Based Medical Education (CBME) curriculum mandates elective postings for MBBS students to foster early professional exposure, critical thinking, and self-directed learning. However, limited literature exists on how students choose among available electives and how preferences evolve across batches. Objective: To assess the first-choice preferences of final year MBBS students for Block 1 elective modules across three consecutive batches, evaluate demand versus seat availability, and identify trends in changing preferences. Methodology: An observational study was conducted using Google Form data collected from 429 MBBS students (Batch 1: n=134, Batch 2: n=152, Batch 3: n=143). Students ranked 16 elective modules based on their interest. Descriptive statistics (frequencies, percentages) were used to summarize first-choice preferences and demand. Seat allocation data were analyzed to evaluate trends in student inclination and module saturation. Results: Electives such as Adverse Drug Reaction Reporting and Rational Therapeutics, Body Donation and Procedure, and HIV/AIDS and Tuberculosis (Microbiology) showed consistently high demand across batches, with preferences exceeding available seats. Modules like Environmental Toxicology and Public Health electives showed minimal student interest. Over successive batches, preference for the ADR module increased substantially (from 6 in Batch 1 to 39 in Batch 3), while interest in research electives declined. A mismatch between demand and capacity was evident in several high-interest modules. Conclusion: Student preferences for electives vary significantly across modules and over time, with a clear inclination toward clinically relevant and practical disciplines. Periodic evaluation of demand can help institutions realign elective offerings with student interests and optimize educational outcomes.