Perceptions and Challenges of Slow Learning among Undergraduate Medical Students

Context: In light of the multifaceted reasons behind slow learning in medical education and the current research gaps in the competency-based medical education (CBME) curriculum, the purpose of this study was to explore medical students’ perceptions of slow learning, perceived contributing factors, and suggested academic support strategies within a CBME context. Subjects and Methods: In this cross-sectional study, 435 MBBS students belonging to Phases I to III from a private medical college were chosen through voluntary sampling. A pretested, semi-structured Google Forms questionnaire was used to gather the data, which was analyzed and presented as frequencies and percentages. Content analysis of open-ended responses was also done. Results: Notably, 59.8% of the students reported having felt like slow learners at some point and 59.6% of them either received support/supported their peers. Lack of motivation (87.5%) and vast subject matter (77%) emerged as key contributing factors for slow learning. Main challenges identified were lack of motivation (39.5%), time management (41.6%), and subject vastness (53.7%). Conclusion: This study highlights medical students’ perceptions of slow learning as a subjective, multifactorial experience influenced by curricular pace, motivation, and learning context. Students expressed a need for learner-centered supports such as peer assistance, mentorship, and adaptive teaching aligned with CBME principles.