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VOLUME 2 , ISSUE 1 ( January-June, 2019 ) > List of Articles
Keywords : Challenges of CBME,Competence based medical education,Faculty awareness,Faculty perspectives,Medical education
Citation Information : Competency-based Medical Education: The Perceptions of Faculty. Journal of Medical Academics 2019; 2 (1):1-5.
License: CC BY-NC 4.0
Published Online: 01-12-2019
Copyright Statement: Copyright © 2019; The Author(s).
Introduction: Competency-based medical education (CBME) is being implemented across India in medical colleges from the 2019 batch. The new aspects of this curriculum are introduction of a foundation course (FC); early clinical exposure; longitudinal program on attitudes, ethics, and communication; electives; emphasis on small group learning methods; assessment changes; and most importantly, a horizontally aligned and vertically integrated method of teaching–learning. The faculty members of medical colleges are the prime movers for implementing the CBME. The Medical Council of India (MCI) is imparting training about the new curriculum to the faculties of all medical colleges across India. All faculty members have not been able to get the requisite training in the latest changes as required for the new curriculum. This study is an attempt to analyze the awareness and perceptions of the faculty and the challenges envisaged in the implementation of CBME.
Materials and methods: All faculty members of our college were e-mailed a self-structured, prevalidated Google questionnaire. The results were analyzed by the inbuilt available Google statistical software.
Results: A total of 58 faculty members responded to the questionnaire. Of the 58 faculty members, 87.9% were aware about the CBME but only 51.7% felt that better doctors would be produced as a result of its implementation. Eighty-one percent were aware that small group teaching needs to be two-thirds of the total teaching hours in a particular subject but the small group teaching methods only few could enlist. Around 86.2% agreed that students should have early clinical exposure. Around 41.4% were not aware of the changes in internal assessment as proposed by CBME.
Conclusion: The faculty lacked uniformity in awareness and there was ambiguity on various aspects and constituents of CBME as proposed by the MCI. The proper implementation of CBME would require more clarity and continuous efforts by Medical Education Units (MEU) under guidance of the MCI to update their faculty in the form of Curriculum Implementation Support Programs (CISPs), Revised Basic Course Workshops (RBCWs), and advanced courses in medical education.
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