scholarly journals Challenges in implementation of Competency Based Medical Education – A Cross Sectional survey among medical faculty in India

2021 ◽  
Author(s):  
A.Precilla Catherine ◽  
Shivkumar Gopalakrishnan
Keyword(s):  
Medical Education ◽  
Development Program ◽  
Medical Faculty ◽  
Faculty Development Program ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Competency Based Medical Education ◽  
Significant Difference ◽  
Competency Based ◽  
Teaching Faculty

Abstract Background. In India, Competency Based Medical Education (CBME) is gaining foothold to transform the medical student into a doctor fulfilling community and societal needs. With that end in view the teaching faculty are getting sensitized and trained by the National Faculty Development Program (FDP). Objectives. To assess the awareness about FDP among teaching faculty in medical colleges. To study the attitude & perceived barriers to implementation of CBME. Methods. This questionnaire based multicentric cross sectional study was conducted among teaching faculties in Indian medical institutes. Electronic media [Google forms] was used to disseminate the questionaire. Attitudinal and perceptional differences were internally compared among the faculties.Results. Among 251 participants 90.2% faculties from private institutes had undergone FDP significantly more than those from Government sector (p=0.008). We observed that 92.4% were aware, 80.2 % had undergone Curriculum Implementation Support Program (CISP) and 95.2% did agree that CBME will improve the medical education system. Major challenges perceived were high student to faculty ratio (67.7%), ill developed infrastructure (41.4%) and difficulties in assessment (41.1%). The popular solutions suggested were to increase faculty strength (73.7%), improve infrastructure (69.3%), extra remuneration (35.9 %) and increase administrative support (30.7%). There were significant difference of opinions between teaching faculty of government and private sector (p=0.017).Conclusion. Most of the medical faculty are aware of the need and have acquired a positive attitude to enforcement of CBME. However significant barriers do exist in the form of manpower and resources which need to be addressed.

scholarly journals Challenges in implementation of Competency Based Medical Education – A Cross Sectional survey among medical faculty in India

2021 ◽  
Author(s):  
sangeetha kandasamy ◽  
A.Precilla Catherine ◽  
Shivkumar Gopalakrishnan
Keyword(s):  
Medical Education ◽  
Development Program ◽  
Medical Faculty ◽  
Faculty Development Program ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Competency Based Medical Education ◽  
Significant Difference ◽  
Competency Based ◽  
Teaching Faculty

Abstract Background. In India, Competency Based Medical Education (CBME) is gaining foothold to transform the medical student into a doctor fulfilling community and societal needs. With that end in view the teaching faculty are getting sensitized and trained by the National Faculty Development Program (FDP). Objectives. To assess the awareness about FDP among teaching faculty in medical colleges. To study the attitude & perceived barriers to implementation of CBME. Methods. This questionnaire based multicentric cross sectional study was conducted among teaching faculties in Indian medical institutes. Electronic media [Google forms] was used to disseminate the questionaire. Attitudinal and perceptional differences were internally compared among the faculties.Results. Among 251 participants 90.2% faculties from private institutes had undergone FDP significantly more than those from Government sector (p=0.008). We observed that 92.4% were aware, 80.2 % had undergone Curriculum Implementation Support Program (CISP) and 95.2% did agree that CBME will improve the medical education system.Major challenges perceived were high student to faculty ratio (67.7%), ill developed infrastructure (41.4%) and difficulties in assessment (41.1%). The popular solutions suggested were to increase faculty strength (73.7%), improve infrastructure (69.3%), extra remuneration (35.9 %) and increase administrative support (30.7%). There were significant difference of opinions between teaching faculty of government and private sector (p=0.017).Conclusion. Most of the medical faculty are aware of the need and have acquired a positive attitude to enforcement of CBME. However significant barriers do exist in the form of manpower and resources which need to be addressed.

scholarly journals Mento’s change model in teaching competency-based medical education

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Yajnavalka Banerjee ◽  
Christopher Tuffnell ◽  
Rania Alkhadragy
Keyword(s):  
Medical Education ◽  
Resistance To Change ◽  
Development Program ◽  
Change Model ◽  
Faculty Development Program ◽  
Leadership Theories ◽  
Competency Based Medical Education ◽  
Change Models ◽  
Competency Based ◽  
Contingency Leadership

Abstract Background Resistance to change is customary and is expected in any organization. However, most of the downsides of change can be avoided if the organization/individual prepares for the change by acknowledging guided strategies. In healthcare, change is the state of nature, which has also translated to medical education (ME). ME in the current era has undergone a shift from a traditional content-based curriculum to a competency-based curriculum. Recently, however, the broader social-accountability movement has accelerated this rate of transformation. One of the key challenges to educators harbingering this transformation to competency-based medical education (CBME) is to redesign the processes of teaching. Aim Here we define a framework designed using Mento’s model of change that will totally agree with introducing positive change in teaching in an institution undergoing transformation from a traditional content-based curriculum to a competency-based curriculum. Methodology Using Schein’s “unfreezing” as a guide term we critically reflected on the popular change-management models, to home in on Kotter’s model of change to transform organizations. However, Kotter’s change-model draws from Situational and Contingency Leadership Theories, which may not agree with academic organizations involved in ME. As such organizations adhere to Transactional and Transformational Leadership archetypes, where Leadership is constructively executed by “The Leader Team”, we decided to adopt Mento’s change-model for our study. Mento’s model not only draws from the precepts of Kotter’s model, but also incorporates axioms of Jick’s and GE’s change-models. Results Using Mento’s model a framework was blueprinted to implement active learning (AL) strategies in CBME. Here we have elaborated on the framework using the exemplar of flipped teaching. The development of this framework required the design and execution of a faculty development program, and a step by step guidance plan to chaperon, instruct and implement change in teaching to harbinger CBME. Further, we have also reflected on the change process using Gravin’s framework. Conclusion To our knowledge this is the first report of the use of Mento’s model of change in medical education. Also, the blueprinted framework is supported by acknowledged leadership theories and can be translated to implement any curricular change in CBME.

Faculty development in the age of competency-based medical education: A needs assessment of Canadian emergency medicine faculty and senior trainees

CJEM ◽  
2019 ◽  
Vol 21 (4) ◽  
pp. 527-534 ◽  
Author(s):  
Alexandra Stefan ◽  
Justin N. Hall ◽  
Jonathan Sherbino ◽  
Teresa M. Chan
Keyword(s):  
Emergency Medicine ◽  
Medical Education ◽  
Faculty Development ◽  
Patient Care ◽  
Needs Assessment ◽  
Direct Observation ◽  
Senior Resident ◽  
Cross Sectional ◽  
Competency Based Medical Education ◽  
Competency Based

ABSTRACTObjectivesThe Royal College of Physicians and Surgeons of Canada (RCPSC) emergency medicine (EM) programs transitioned to the Competence by Design training framework in July 2018. Prior to this transition, a nation-wide survey was conducted to gain a better understanding of EM faculty and senior resident attitudes towards the implementation of this new program of assessment.MethodsA multi-site, cross-sectional needs assessment survey was conducted. We aimed to document perceptions about competency-based medical education, attitudes towards implementation, perceived/prompted/unperceived faculty development needs. EM faculty and senior residents were nominated by program directors across RCPSC EM programs. Simple descriptive statistics were used to analyse the data.ResultsBetween February and April 2018, 47 participants completed the survey (58.8% response rate). Most respondents (89.4%) thought learners should receive feedback during every shift; 55.3% felt that they provided adequate feedback. Many respondents (78.7%) felt that the ED would allow for direct observation, and most (91.5%) participants were confident that they could incorporate workplace-based assessments (WBAs). Although a fair number of respondents (44.7%) felt that Competence by Design would not impact patient care, some (17.0%) were worried that it may negatively impact it. Perceived faculty development priorities included feedback delivery, completing WBAs, and resident promotion decisions.ConclusionsRCPSC EM faculty have positive attitudes towards competency-based medical education-relevant concepts such as feedback and opportunities for direct observation via WBAs. Perceived threats to Competence by Design implementation included concerns that patient care and trainee education might be negatively impacted. Faculty development should concentrate on further developing supervisors’ teaching skills, focusing on feedback using WBAs.

Mounting Need Assessment of Medical Faculty: to Shift from Tradtional to Integrated Curriculum

2021 ◽  
Vol 15 (10) ◽  
pp. 3469-3472
Author(s):  
Najma Naz ◽  
Asif Mahmood ◽  
Nasrullah Khan ◽  
Shan E Zohra ◽  
Tariq Saeed ◽  
...  
Keyword(s):  
Faculty Development ◽  
Integrated Curriculum ◽  
Teaching And Learning ◽  
Development Program ◽  
Cross Sectional Study ◽  
Community Services ◽  
Medical Faculty ◽  
Faculty Development Program ◽  
Cross Sectional ◽  
Need Assessment

Introduction: FDP is an integral part of any organization to improve the expertise and skills of the faculty that is needed to indorse educational excellence. It is an important tool to enhance student learning and ultimate patient care. To get maximum benefit it must be well formed, properly executed and evaluated. Needs of faculty and institution play important role in organizing faculty development program. Aims & Objective. Current study was conducted to explore professional needs of medical faculty required for implementation of integrated curriculum in various medical colleges of Lahore. Material & Method: This is a descriptive cross sectional study conducted during the period of August to October 2019. Online google form was developed to identify the area of concern. It has two parts, demographic and faculty need assessment. Need assessment questionnaire having six domain (teaching and learning, assessment, curriculum, research, publication and community services) that comprises of 38 items. Each item has five point Likert scale (Strongly disagree to strongly agree). Link of this form was share with the medical faculty through whatsApp and email. Medical teaching faculty were asked to fill the survey form. Result: The response rate was 73%. All Participants exhibited more interest in areas especially teaching competance(70%), publication competence(78%), community services(69%). Whereas express comparatively less interest in research competence(63%), curriculum(63%) and assessment(60%). Conclusion: Need assessment is basic and fundamental part of any FDP. This survey enabled us to identify the concerns of our faculty and areas that needs enhancement in faculty development program. Keywords: Faculty development program, integrated curriculum , need assesssment

A Virtual Medical Faculty Development Program for Remote Teaching, Pilot for Replication

2020 ◽  
Author(s):  
Nagwa Nashaat Hegazy ◽  
Saeed S.A Soliman ◽  
Samar A Ahmed ◽  
Marwa M Ahmed
Keyword(s):  
Faculty Development ◽  
Generation X ◽  
Online Teaching ◽  
Development Program ◽  
Medical Faculty ◽  
Faculty Members ◽  
P Value ◽  
Faculty Development Program ◽  
Significant Difference ◽  
Teaching Learning

Abstract Background: Due to COVID 19 pandemic, several universities have experienced a paradigm shift from classroom to online teaching/ learning. The digital transformation of learning management systems has become a necessity rather than a luxury. Especially baby boomers and generation x may struggle to cope with the challenging transformation; hence there is a dire need for a faculty development program to achieve the goal of that transformation and bridge the gaps in faculty’s technology skills and competencies. Objectives: The primary purpose of the virtual medical faculty development program (VFDP) is to equip educators with technology competencies shown to be conducive to remote online learning. Methodology: An interventional prospective study was held in a university setting. A need analysis was conducted to prioritize the critical technological skills of for faculty members. Based on this analysis, only the indispensable skills that participating faculty members were expected to acquire were included in the program. From each department, 3- 4 Faculty participants were recruited to join in the program with an overall 93 enrolled participants from 26 departments in the Medical School . The intervention comprised five sessions, a session every other day, and lasted for ten days. The Kirkpatrick model was utilized to evaluate the program. Results: Almost 81% of faculty members completed the program and 80 % of participants were satisfied with the content of the program. There was a statistically significant difference between the perceived ability of the participants to share and record video lectures before and after the VFDP (p value <0.001). Conclusion: The virtual medical faculty development program (VFDP) has supported the participating faculty in developing their needed technological competencies required to bridge the gap of remote teaching/learning.

scholarly journals Analysis through workshop: Awareness of plagiarism among the faculty of medical sciences.

2021 ◽  
Vol 28 (02) ◽  
pp. 229-234
Author(s):  
Hina Khan ◽  
Umer Kazi ◽  
Asad Raza Jiskani ◽  
Nighat Seema ◽  
Erum Saboohi ◽  
...  
Keyword(s):  
Scientific Misconduct ◽  
Development Program ◽  
Faculty Members ◽  
Faculty Development Program ◽  
Medical Sciences ◽  
Chi Square ◽  
Cross Sectional ◽  
Significant Difference ◽  
Before And After ◽  
Knowledge And Attitude

Objective: To evaluate the knowledge of faculty members regarding plagiarism through workshop analysis. Study Design: Cross Sectional Analytical study. Setting: Al-Tibri Medical College and Hospital. Period: January 2020, to May, 2020. Material & Method: Data was collected after taken an ethical approval. The workshop was conducted for the faculty development program regarding plagiarism. The self-designed questionnaire was administered before and after conduction of workshop with verbal consent of the faculty members. The participants were included all faculty members of medical sciences, total 50 numbers of participants were included on the basis of convenient sampling. Pre and post workshop analysis was done through SPSS version 21 and data was represented in the form of frequency and percentage and the response of the participants were evaluated as pre and post workshop by applied Chi-square test and level of significant was taken p=<0.05. Results: 56% of male and 44% female were the participants in the workshop. 28% of the total participants were taken similar content workshop before. There were significant difference among all components of workshop after comparison of pre and post analysis, we observed p= <0.001 in 99% of the response. Conclusion: The results of the present study showed that workshop can change the level of knowledge and attitude of the participants significantly. In this study the facilitator effectively enhance the awareness and importance of plagiarism for scientific writers and how to take precautions before become a part of scientific misconduct.

scholarly journals Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students

BMJ Open ◽  
2020 ◽  
Vol 10 (11) ◽  
pp. e042378
Author(s):  
Samiullah Dost ◽  
Aleena Hossain ◽  
Mai Shehab ◽  
Aida Abdelwahed ◽  
Lana Al-Nusair
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Online Teaching ◽  
Medical Schools ◽  
Perceived Benefits ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Face To Face ◽  
Significant Difference ◽  
Learning Platforms

ObjectivesTo investigate perceptions of medical students on the role of online teaching in facilitating medical education during the COVID-19 pandemic.DesignCross-sectional, online national survey.SettingResponses collected online from 4th May 2020 to 11th May 2020 across 40 UK medical schools.ParticipantsMedical students across all years from UK-registered medical schools.Main outcome measuresThe uses, experiences, perceived benefits and barriers of online teaching during the COVID-19 pandemic.Results2721 medical students across 39 medical schools responded. Medical schools adapted to the pandemic in different ways. The changes included the development of new distance-learning platforms on which content was released, remote delivery of lectures using platforms and the use of question banks and other online active recall resources. A significant difference was found between time spent on online platforms before and during COVID-19, with 7.35% students before versus 23.56% students during the pandemic spending >15 hours per week (p<0.05). The greatest perceived benefits of online teaching platforms included their flexibility. Whereas the commonly perceived barriers to using online teaching platforms included family distraction (26.76%) and poor internet connection (21.53%).ConclusionsOnline teaching has enabled the continuation of medical education during these unprecedented times. Moving forward from this pandemic, in order to maximise the benefits of both face-to-face and online teaching and to improve the efficacy of medical education in the future, we suggest medical schools resort to teaching formats such as team-based/problem-based learning. This uses online teaching platforms allowing students to digest information in their own time but also allows students to then constructively discuss this material with peers. It has also been shown to be effective in terms of achieving learning outcomes. Beyond COVID-19, we anticipate further incorporation of online teaching methods within traditional medical education. This may accompany the observed shift in medical practice towards virtual consultations.

scholarly journals Understanding and analyzing competency based undergraduate curriculum in otorhinolaryngology for its effective implementation

2021 ◽  
Vol 7 (2) ◽  
pp. 409
Author(s):  
Ajeet Kumar Khilnani ◽  
Gurudas Khilnani ◽  
Rekha Thaddanee
Keyword(s):  
Medical Education ◽  
Small Group ◽  
Development Program ◽  
Faculty Members ◽  
Phase Iii ◽  
Faculty Development Program ◽  
Small Group Teaching ◽  
Eligibility Criteria ◽  
New Curriculum ◽  
Competency Based

<p class="abstract"><strong>Background:</strong> Competency based curriculum (CBC) in medical education is introduced in a phase-wise manner from year 2019. It is important for the medical universities and institutions to understand, adopt and implement phase-wise new curriculum. The faculty development program has provided expertise to develop teaching schedules accordingly. Here we present our understanding and analysis of CBC in otorhinolaryngology (ORL).  </p><p class="abstract"><strong>Methods:</strong> The documents used for this analysis were Graduate Medical Education Regulations, 1997 and 2019, UG curriculum volume-III, Logbook guidelines module, alignment &amp; integration module and assessment module. These are readily available at national medical commission (NMC) website. The teaching hours in ORL were distributed among the competencies and they were aligned with suitable teaching learning methods.   </p><p class="abstract"><strong>Results:</strong> The 76 competencies in ORL are to be completed in 202 hours (25 hours lectures, 5 hours self-directed learning, 40 hours small group teaching and 132 hours clinical postings). There will be 4 weeks clinical posting in ORL during phase-II and another 4 weeks during phase-III, part-1. The new curriculum emphasizes on day to day assessment during and after the instructions and that can be achieved by careful planning and involving all faculty members. Achieving 50% internal assessment marks along with logbook submission are the eligibility criteria for appearing in university examination.  </p><p class="AT"><strong>Conclusions:</strong> The two-year training in ORL shall be imparted by lectures, small group discussions, and DOAP sessions. The emphasis on skills acquisition is the hallmark of CBC in ORL. Proper implementation of this curriculum requires collective efforts of all faculty members of the department and inter-departmental coordination.</p>

AWARENESS ABOUT INDOOR AIR POLLUTION IN GENERAL POPULATION OF RAWALPINDI AND ISLAMABAD

2018 ◽  
Vol 8 (2) ◽  
pp. 80-83
Author(s):  
Nadia Tariq ◽  
Tamkeen Jaffry ◽  
Rahma Fiaz ◽  
Abdul Majid Rajput ◽  
Sadaf Khalid
Keyword(s):  
Air Pollution ◽  
General Population ◽  
Indoor Air ◽  
Indoor Air Pollution ◽  
Economic Status ◽  
Educational Status ◽  
Epidemiological Studies ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Significant Difference

Background: Indoor air pollutants are increasingly being associated with respiratory illnesses leading to high degree of morbidity and mortality. There are not sufficient epidemiological studies from Pakistan which assess level of awareness of indoor air pollution resulting in respiratory diseases in population. Methods: This cross sectional survey was carried out on general population of Rawalpindi/Islamabad. Sample size was 223 study subjects selected by non-probability convenient sampling. Knowledge of the study subjects was determined with regard to indoor air pollution, its effects on health and different sources of indoor air pollution with the help of a questionnaire. The influence of age, gender, educational status and socio economic status on the level of awareness was also analyzed. Results: Out of total 223 participants, 115 were males and108 females. Participants aware of indoor air pollution were 91.5% and adequate awareness about its sources was 80.7%. Those who knew indoor air pollution is detrimental to health were 95.1%. Awareness about building construction dust as source of indoor air pollution was maximum (84.8%). There was significant difference in awareness among participants with different monthly incomes and educational status and also between males and females. Conclusion: This study concludes that general population of Rawalpindi/Islamabad has fairly good awareness about sources of indoor air pollution. Use of harmful material causing indoor air pollution should be limited or substituted with better ones where possible.

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