Jul 2026· Current Medical Issues· Vol 24, pp. 389-394· 0 citations· 11 references
TL;DR
Overall, the study indicated that CBME curriculum is widely accepted and perceived as an improvement, but its effectiveness depends on careful calibration of workload, assessment design, clinical exposure, and support for student well-being.
Abstract
The transition from traditional to competency-based medical curriculum within Indian medical institutions was motivated by regulatory bodies’ recognition of evolving disease patterns, socioeconomic conditions, and healthcare system expectations. Competency-based medical education (CBME) is “an approach to preparing physicians for practice that is fundamentally oriented to graduate outcome abilities and the organization around competencies derived from an analysis of societal and patient needs.”
This cross-sectional study was conducted among 230 2
nd
year (junior) and 3
rd
year (senior) medical students. Students pursuing CBME curriculum were included in the study. Questionnaire comprised of three sections which included sociodemographic details, perspectives on the CBME curriculum using Likert-scale items and an open-ended item asking participants to write their own suggestions for improving the current curriculum. Data were entered into Microsoft Excel and analyzed using Jamovi statistical software (version 2.7.9).
The mean age of the study participants was 21.7 ± 0.9 years. Regarding different teaching methods, 45 (19.6%) students were not familiar with any methods as such, 44.3% of the students are familiar with self-directed learning, 27.8% of the students are familiar with small group discussion. Juniors show higher odds of agreeing that the foundation course was beneficial. Juniors again have greater odds of agreeing that attitude ethics and communication was useful. Students consistently mentioned that more practical sessions, clinical exposure, and hands-on learning opportunities.
Overall, the study indicated that CBME curriculum is widely accepted and perceived as an improvement, but its effectiveness depends on careful calibration of workload, assessment design, clinical exposure, and support for student well-being.
Medical education in India is undergoing a transition with the introduction of Competency-Based Medical Education (CBME) by the National Medical Commission. CBME represents a shift toward outcome-oriented, learner-centered training that aims to produce competent Indian Medical Graduates (IMGs) through structured competencies, formative assessment, and continuous feedback. Despite its potential benefits, implementation across medical institutions has encountered several challenges. To explore medical faculty perceptions regarding CBME and to identify key challenges encountered during its implementation. A qualitative study was conducted over two months (June–July 2024) among first-phase faculty members involved in implementing the CBME curriculum at a medical college. In-depth interviews were conducted with 12 faculty members after obtaining informed consent. Data were analyzed using thematic analysis of open-ended interviews. Faculty perceived CBME as a positive reform that enhances skill development, encourages learner-centered teaching, and improves students' early clinical exposure and clinical preparedness. However, significant challenges were identified, including inadequate faculty strength, insufficient training, limited infrastructure and logistical support, time constraints due to fixed schedules, and a lack of uniformity in assessment and implementation across institutions. Although faculty perceptions toward CBME were largely positive, its successful implementation requires focused faculty development, adequate human and infrastructural resources, structured student orientation, and standardized implementation strategies across medical colleges.
Ginni Agrawal, Satpinder Jit Mohan, P. Jain et al.· Journal of Community Medicin...· 0 citations
A national postgraduate course model in pedagogical competencies is described, to characterize the sociodemographic and educational profile of participants involved in medical residency programs, and to analyze changes in self-reported pedagogical competencies before and after course completion.
Denise Herdy Afonso, Lia Marcia da Silveira, Maria Helena Senger et al.· Revista Brasileira de Educaç...· 0 citations
Background: Electives introduced under the Competency-Based Medical Education (CBME) curriculum in India are intended to promote self-directed learning, broaden clinical and academic exposure, and facilitate informed career decision-making among undergraduate medical students. However, evidence regarding students' elective preferences and their influence on career perspectives remains limited.
Methods: A cross-sectional analytical questionnaire-based study was conducted among 189 MBBS students from three academic cohorts (2019–2020 to 2021–2022 batches) who had completed both elective blocks at a tertiary teaching institution. Data were collected using a validated semi-structured questionnaire (Cronbach's α=0.81). Elective preferences, motivating factors, preference fulfilment, students' perceptions regarding electives, and changes in career interest across five professional domains were analysed using chi-square tests and paired t-tests, with effect sizes estimated using Cramer's V and Cohen's d.
Results: Pathology and Pharmacology were the most preferred disciplines in Block 1, whereas General Medicine and Surgery predominated in Block 2, with no significant variation across academic cohorts. Specialty interest and improved subject understanding were the principal determinants of elective selection (p<0.001). Overall, 47.0% of students received their preferred electives in both blocks, while fulfilment differed significantly across allocation categories (p<0.001). Most participants reported improved understanding of career options (64.5%) and expressed strong support for structured pre-elective counselling (72.5%) and greater autonomy in elective selection (57.1%). Career interest increased significantly across all evaluated domains following elective participation (p<0.001), with the largest improvements observed in research and academic medicine.
Conclusion: CBME electives positively influence career awareness and broaden professional interests among undergraduate medical students. Optimising elective programmes through transparent allocation procedures, structured mentoring, pre-elective counselling, and greater flexibility in elective selection may further enhance educational outcomes and support informed career planning.
Keywords: Competency-based medical education; Career interest; Elective preferences; Motivational factors; Trend analysis; Undergraduate medical education.
Arkamita Chaudhury, Saswati Das, Margareth Khuraijam et al.· International journal of sci...· 0 citations
INTRODUCTION
Although faculty development programs are widely implemented and evaluated, there is a need to move beyond short-term outcomes with a focus on local contexts. This study applied the New World Kirkpatrick Model to conduct a structured, theory-informed evaluation of a longitudinal certificate program for clinical faculty and senior trainees.
METHODS
The Healthcare Education Scholars Program, is an eight-month longitudinal certificate program at the University of Ottawa developed to address career advancement, professional identity, and educational leadership by offering clinical faculty and senior residents structured training in these topics. A retrospective survey was sent to 209 graduates (2009-2023). Quantitative data were descriptively analyzed, and open-ended responses were coded and mapped to the Kirkpatrick levels.
RESULTS
The response rate was 35%. Respondents reported high satisfaction with course organization and content (Level 1). Most respondents perceived gains in teaching skills and curriculum development (Level 2), with many applying these skills in educational roles and scholarship (Level 3). Career advancement, leadership roles, and enhanced professional identity were also reported (Level 4).
DISCUSSION
This theory-informed evaluation responds directly to calls for more rigorous, mechanism-oriented curriculum research by demonstrating how the New World Kirkpatrick Model can illuminate learning processes, behavior change, identity development, and career advancement within a longitudinal faculty development program. Future research should explore comparative outcomes and strategies to enhance inclusivity and improve scholarly productivity.
Timothy J. Wood, Ripa Akter, Douglas Archibald et al.· Journal of Continuing Educat...· 0 citations
Residents serve as frontline educators in contemporary healthcare systems, yet formal preparation for this role remains uncommon globally. The persistent gap between teaching responsibility and structured institutional support represents a significant concern for educational quality, resident professional development, and patient safety. To synthesize the current evidence on residents’ involvement in teaching, their perceptions of the educator role, factors influencing teaching effectiveness, and the outcomes of formal Residents as Teachers (RaT) programs. A structured narrative review was conducted using PubMed, Embase, and ERIC from 2010 to 2025, guided by a PCO (Population, Concept, Outcome) framework. Studies involving medical or surgical residents in postgraduate years 1–6 examining teaching roles, perceptions, or RaT program outcomes were included. Systematic reviews and studies focused on faculty or undergraduate populations were excluded. The screening and reporting process was informed by PRISMA principles; narrative synthesis with thematic organization was applied. Thirty-two studies met inclusion criteria, yielding four interconnected themes: (1) residents universally recognize teaching as central to their professional identity yet carry substantial informal teaching loads without formal preparation; (2) institutional culture, prior experience, and motivational profiles significantly shape teaching effectiveness; (3) residents across specialties and regions consistently request structured training with explicit objectives; and (4) longitudinal, integrated programs produce more durable skill gains than brief stand-alone workshops. Despite substantial informal teaching activity, residents remain underprepared for their educator role. Structured, longitudinal RaT programs are needed, particularly in under-researched healthcare systems, where unique cultural, institutional, and workforce characteristics call for locally developed approaches.
Lateefa Mohamed AlMarzooqi, N. Goswami· BMC Medical Education· 1 citation
Interprofessional education (IPE) prepares medical and dental students for collaborative, team-based care, yet little is known about how students perceive IPE within integrated academic environments in the Gulf region. A cross-sectional study was conducted between January and April 2025 at RAK Medical & Health Sciences University and RAK College of Dental Sciences in the United Arab Emirates. A printed, structured questionnaire adapted from validated tools was distributed to undergraduate medical and dental students. The survey evaluated interdisciplinary knowledge, teaching content, interprofessional value, and attitudes toward IPE using a five-point Likert scale. Data were analyzed using SPSS version 23, with descriptive statistics, Shapiro-Wilk normality tests, unequal variance t-tests, Cronbach's alpha, and Spearman's correlation utilized to evaluate group differences and internal consistency. Ethical approval was obtained (Ref: TAKMHSU-HEC-51-2023/24-F-D). A total of 273 students participated (157 medicals, 116 dentals; 50.2% female). Clinical-phase students reported significantly more favorable perceptions across domains of interdisciplinary knowledge, teaching content, and interprofessional value (p < 0.01). The internal consistency of the questionnaire was high (α > 0.85 for most domains). Strong inter-domain correlations were observed, especially between teaching content and perceived value. No significant differences were found based on gender. Clinical exposure was associated with more favorable perceptions of IPE. These findings support embedding structured, experiential IPE from the preclinical years onward-through shared case-based teaching, interprofessional simulation, and co-facilitated clinical activities-rather than relying on clinical contact alone. For curriculum developers and institutional policymakers, the results highlight the value of integrating IPE across both preclinical and clinical curricula and of targeting attitudinal development specifically. Longitudinal and intervention-based studies are needed to confirm whether such exposure produces durable gains in collaborative competence.
N. Hashim, M. M. Rahman, Sharifa Jameel Hossain et al.· Scientific Reports· 0 citations