Student Corner: A Tool for First-year Medical Students to Boost Active Learning

Introduction: During the COVID-19 pandemic, the major drawback of online teaching was the lack of interest and interaction among first-time medical students. The idea of a student corner board was developed during the COVID pandemic when fake news spread on social media about COVID. Few students were inquisitive about the real or fake news, and more active learners diverted them into a systematic literature search and submitted small writings about it.  
Methods: The activity was introduced to 50 first-year medical students, each group mentored by a faculty member. Students selected topics related to the physiological basis of myths in disease prevention or treatment. Students submitted 300-word drafts under the headings of title, content, resources, and student details, which were displayed on the departmental Student Corner board and the online learning platform. A structured questionnaire was used to obtain anonymous feedback on whether the activity enhanced learning interest and engagement. 
Results: Anonymous feedback in the form of a questionnaire was obtained from all 50 students to assess their interests and learning experiences during the activity.  About 45% stated it always created topic awareness, while 53% said it fostered curiosity in physiology. Self-directed learning was promoted in 39% (always) and 27% (often) of participants, and 45% reported enhanced critical thinking. Standard databases such as Scopus, PubMed, and Google Scholar were frequently used (72%), and 67% enjoyed the activity. Medical journals (63%) and textbooks (27%) were the main information sources.  
Conclusion: The Student Corner activity was found to be effective in enhancing curiosity, self-directed learning, and critical thinking among students.