Student perceptions of the behavioural sciences curriculum in a medical college in Sri Lanka

Background: The Faculty of Medicine, University of Colombo, Sri Lanka, has an integrated curriculum with a Behavioural Sciences Stream (BSS).Objective: Our aim was to assess the perceptions of medical students regarding behavioural sciences (BS) learning.Methods: Perceptions regarding the BSS were evaluated among fourth-year students using a self-administered questionnaire.Results: 166 of 216 students participated. 67% percent agreed that behavioural sciences constitutes an integral component of the curriculum. 100% claimed they would give lower priority to BS compared to applied sciences. The majority indicated that they would avoid BS if it were optional, despite 81.8% accepting that the course was beneficial. The majority observed that taught concepts were not effectively practiced in the clinical setting. Small group discussions were considered more effective and enjoyable than lectures, which most thought should be made optional. Although assessments were thought to be appropriate, performance was poorer at BS assessments compared to applied sciences.Conclusions: The value of formal BS training is not fully appreciated. Vertical integration with the clinical curriculum is likely to be more effective strategy for teaching BS.