Students’ feedback on the foundation course in competency based medical education curriculum

The Medical Council of India (MCI) has formulated a new Competency Based Medical Education (CBME) Curriculum for the Indian Medical Graduates with an objective of making medical education outcome based. A one month long Foundation Course (FC) is a hallmark of this CBME which is implemented during the first month of first professional MBBS studies. The objective is to acquaint, allay apprehension and prepare freshers for further studies using andragogical and heutagogical approaches. The MCI also released the guidelines for the medical colleges for uniform conduct of FC across the country. The FC was divided into six modules, i.e. Orientation Module, Skills Module, Community orientation module, Professional Development and Ethics Module (P and E), Enhancement of Language and Computer Skills Module, and Sports and extracurricular activities.1 A total of 175 hours were allotted to these modules. Like every institute, our institute also developed the implementation program and time-table of FC using MCI guidelines and taking into account the available resources.2,3 The FC at our institute was conducted from 1st August 2019 to 31st August 2019 and was meticulously planned and implemented. The effective implementation required committed efforts of 30 faculty members (12 Professors, 11 Associate Professors and 7 Assistant Professors), two language and one fine arts teacher, and 4 non-teaching members (Librarian, IT-personnel, Coach for sports and motivational Guru). The students were trained to write reflections daily in their log - books which are being analysed further.

Download Full-text

An implementation program for Foundation Course in Competency Based Medical Education Curriculum

International Journal of Research in Medical Sciences ◽

10.18203/2320-6012.ijrms20192581 ◽

2019 ◽

Vol 7 (7) ◽

pp. 2865

Author(s):

Ajeet Kumar Khilnani ◽

Jitendra Patel

Keyword(s):

Medical Education ◽

Medical Curriculum ◽

Medical Council ◽

Education Curriculum ◽

Competency Based Medical Education ◽

Implementation Program ◽

Competency Based ◽

Curriculum Making ◽

Medical Education Curriculum

After a gap of nearly two decades, Medical Council of India (MCI) has revised, rather revamped, the Undergraduate (UG) medical curriculum, making it competency based (CBME) and learner centric.

Download Full-text

Postgraduate medical education: The history and development of competency-based training program in Nepal

Journal of Patan Academy of Health Sciences ◽

10.3126/jpahs.v8i1.36243 ◽

2021 ◽

Vol 8 (1) ◽

pp. 102-112

Author(s):

Jay Narayan Shah ◽

Jenifei Shah ◽

Jesifei Shah ◽

Ashis Shrestha ◽

Nabees Man Singh Pradhan

Keyword(s):

Medical Education ◽

Healthcare System ◽

Postgraduate Training ◽

Core Competencies ◽

Health Sciences ◽

Medical Council ◽

Competency Based Medical Education ◽

Surgical Workforce ◽

Competency Based ◽

Medical Colleges

Nepal is a small, lower-middle-income country; with a population of around 30 million. As per WHO, Nepal has a low doctor-patient ratio (0.7/1000) and even lower specialists (e.g., surgical) workforce (0.003/1000); additionally, data from Nepal Medical Council show the number of postgraduate specialists is 1/3rd of the total registered doctors. The mismatch in the doctor-patient ratio is further aggravated by the overwhelming number of doctors in urban areas; when 80% of the population are in rural Nepal. This inequitable discrepancy in the healthcare system requires: proper training of competent medical graduates, a fair distribution across the country, and effective changes in the healthcare system. Competency-based medical education plays an important role in: standardizing education, training competent doctors, and deploying them where they are needed the most. The Government of Nepal has recently established Medical Education Commission-which plans to oversee the entrance exams; and expand the postgraduate training to be conducted by private hospitals, previously not affiliated with any medical colleges or universities. Historically, Civil Medical School started training compounders and dressers in Nepal in 1934. A big milestone was achieved with the establishment of the Institute of Medicine under Tribhuvan University in 1972, which has continued to train all categories of health manpower needed in the country. In 2006 Nepal Medical Council developed “Regulations for Post-graduate Medical education”. Thereafter, several institutions started providing postgraduate training, for example: the BP Koirala Institute of Health Sciences, Kathmandu University, National Academy of Medical Sciences, and Patan Academy of Health Sciences (PAHS). The PAHS conducts PG programs and post-PG fellowships in line with competency-based medical education. In addition to formative assessments, research thesis, and a publishable article; PAHS requires its trainees to be certified in a pre-set of entrustable professional activities (EPAs) and to master eight Core Competencies domains in: Professionalism, Patient-centered care, Procedural skills, Clinical Reasoning, Communication, Scholarship, Leadership, Community orientation. The number of medical colleges in Nepal has since expanded to 24 (medical 21 and dental colleges 3). Private medical colleges make up about 3/4th of the total medical colleges in Nepal. This makes the inclusion and regulation of more components of the competency-based curriculum in postgraduate training programs, and its monitoring, somewhat of a challenge.

Download Full-text

Blueprinting for assessment in undergraduate medical physiology curriculum

Indian Journal of Physiology and Pharmacology ◽

10.25259/ijpp_183_2020 ◽

2021 ◽

Vol 65 ◽

pp. 60-65

Author(s):

Manjinder Kaur ◽

Naren Kurmi ◽

Sangita Chauhan ◽

Anish Singhal ◽

Suman Sharma ◽

...

Keyword(s):

Medical Education ◽

Teaching And Learning ◽

Medical Curriculum ◽

Education Programme ◽

Medical Council ◽

Competency Based Medical Education ◽

Medical Education Programme ◽

Competency Based ◽

Amount Of Knowledge ◽

Written Questions

Since long, physiology teaching has been monotonous, teacher centric, didactic type and its assessment primarily focussed on the amount of knowledge recalled by means of stereotyped written questions. A blueprint specifies weightage to various mapped topics (also known as competencies) in the syllabus. For this study, IEC approval was obtained. We aimed to prepare a blueprint for assessment in the undergraduate physiology curriculum and thereby test its utility. We found that blueprinting not only establishes a balance between teaching and learning but also improves validity, reliability and acceptability of assessments. Thus, blueprinting of undergraduate medical curriculum can help in actual execution of the Medical Council of India’s Competency-Based Medical Education programme.

Download Full-text

Faculty development programs for implementing competency based medical education in India: challenges and opportunities

International Journal of Community Medicine and Public Health ◽

10.18203/2394-6040.ijcmph20212028 ◽

2021 ◽

Vol 8 (6) ◽

pp. 3163

Author(s):

Manjunatha S. Nagaraja ◽

Revathi Devi M. L.

Keyword(s):

Medical Education ◽

Faculty Development ◽

Transfer Of Learning ◽

Faculty Training ◽

Medical Council ◽

Development Programs ◽

Competency Based Medical Education ◽

Challenges And Opportunities ◽

Education In India ◽

Competency Based

India has rolled out competency based medical education which means a thorough overhaul of pedagogical and assessment methods. Several new components are introduced which require focussed faculty training and handholding at times. The erstwhile medical council of India had prepared a meticulous roadmap for this and dedicated faculty development programs were initiated for the smooth and effective transition into CBME. The possible challenges and gaps in faculty development are discussed with available options in this paper. To discharge their duties efficiently, the competencies for the faculty also need to be defined and they should progress from ‘knows’ level to ‘does’ level through longitudinal faculty development programs. The fidelity testing is the key for transfer of learning during FDP for the benefit of the students.

Download Full-text

National competency frameworks for medical graduates: Is it time for the “SudanMeds”?

Sudan Journal of Medical Sciences ◽

10.18502/sjms.v15i1.6699 ◽

2020 ◽

pp. 20-34

Author(s):

Ahmad AbdulAzeem Abdullah

Keyword(s):

Medical Education ◽

Medical Schools ◽

Education Programs ◽

Competency Based Medical Education ◽

Medical Graduates ◽

Competency Frameworks ◽

Regulatory Bodies ◽

Competency Based ◽

Basic Medical Education ◽

Basic Medical

Competency-based medical education has emerged recently as a novel model of medical training driven by its ability to reconcile the desired attributes in future physicians and address the overarching and demanding issues of the discipline in this century. The rising concerns of social accountability, patient safety, and cost effectiveness of medical education programs have contributed significantly to the popularity of this paradigm worldwide. This is translated in turn to the evolution of national competency frameworks for medical graduates that are increasingly implemented in different jurisdictions to standardize and ensure equivalent outcomes of medical curricula and readiness of their graduates to better serve their communities. Medical education in Sudan is deeply rooted in the history of the nation and the continent and is tinged with remarkable success and achievements. It is challenged nowadays with unprecedented expansion in basic medical education which may hinder the quality of medical schools’ programs and their graduates. This article explores the feasibility of one such framework in Sudan: the “SudanMeds” to ensure minimum standards and comparability of medical schools’ curricula and their outcomes across the Country. The framework would also arm the regulatory bodies with a tool for accreditation and recognition of basic medical education programs in Sudan and reflect quality assurance in their settings. Once this approach is deemed feasible, the contribution of all stakeholders from the highest top to the bottom – the government, the regulatory bodies, the public and civil organizations, and the medical schools’ community – is required to allow for creation, implementation, and follow-up of the “SudanMeds” framework. Keywords: Sudan, competency-based medical education, national competency frameworks, medical schools, basic medical education

Download Full-text

A Systems Thinking Approach for the Creation of Super Clinicians using a Competency-based Medical Education Framework

Sudan Journal of Medical Sciences ◽

10.18502/sjms.v15i2.6984 ◽

2020 ◽

Author(s):

Imad Hassan

Keyword(s):

Medical Education ◽

Paradigm Shift ◽

Medical Sciences ◽

Competency Based Medical Education ◽

Medical Graduates ◽

Competency Frameworks ◽

Competency Based ◽

Thinking Processes ◽

Systems Thinking Approach

We think that the article titled “National Competency Frameworks for Medical Graduates: Is it Time for the “SudanMeds”? published in the Sudan Journal of Medical Sciences [1] is a timely publication. Competency-based medical education (CBME) is considered as a paradigm shift in medical education, the ultimate aim of which is the improvement of patient and society’s quality of care by training and creating highly skilled clinicians. A paradigm as defined by the Cambridge Dictionary is a situation in which the usual and accepted way of doing or thinking about something changes completely. The magnitude of change is so profound to the extent that it leads to a fundamental change in the approach or underlying assumptions, an example being the introduction of the Internet. Several such major “contemporary” shifts have colored the thinking processes and actions of healthcare professionals and leaders. For example, the Patient Safety Paradigm and the Evidence-based Practice Paradigm.

Download Full-text