Abstract
Background:
Since 2019, National Medical Commission (NMC) has implemented CBME in medical colleges across India. We wanted to see the impact of this on our first-year medical students at Goa Medical College (GMC). GMC is the only medical college in Goa, leading to competition and stress among students for admissions. This tension then builds due to the MBBS curriculum. The NMC reform of the old guidelines created a lot of confusion among students and faculty about whether this change is beneficial or not. This led to the current study. A cross-sectional study design and a convenience sampling method were used to collect data.

Aim:
To study the impact of the teaching-learning method that is early clinical exposure (ECE), self-directed learning (SDL), small group discussion (SGD), attitude, ethics and communication (AETCOM), and log books on students. To analyze the changes in the curriculum of preclinical subjects on 1st year MBBS students and the implementation of their suggestions to improve the current curriculum, if any.

Methods:
In our study, a self-made questionnaire scrutinized by the Ethics Committee was used with a 5-point Likert scale, and written viewpoints were considered.

Results:
In this study, 111 students (42 males and 69 females) voluntarily participated. We noticed that in anatomy, biochemistry, and physiology (n = 91), (n = 87), and (n = 66) in ECE, (n = 88), (n = 81), and (n = 84) in AETCOM students, it was beneficial. In anatomy 41 and physiology 50, students agreed that SDL was helpful. In the anatomy (n= 42) and physiology (n = 64) sections, the participants agreed that SGD was helpful. In the DOAP (demonstration, observation, assist, and perform) in anatomy (n = 92), participants agreed that it was beneficial. However, participants agreed that the logbook was an extra chore in anatomy (n = 70), biochemistry (n = 61), and physiology (n = 73).

Conclusion:
The reformed CBME curriculum has a positive impact on students and agrees with the results of other authors.