Exploring faculty perspectives on competency-based medical education: A report from India

Area of Science:

• Medical Education
• Curriculum Development
• Faculty Training

Background:

• India's medical education is shifting to Competency-Based Medical Education (CBME).
• CBME emphasizes accountability, flexibility, and learner-centeredness over traditional time-based training.
• Faculty development is essential for successful CBME implementation.

Purpose of the Study:

• To assess faculty perceptions of the new CBME curriculum in India.
• To identify challenges and gather suggestions for effective CBME implementation.

Main Methods:

• A cross-sectional study surveyed 297 faculty members from 91 Indian medical colleges.
• Data was collected using a structured, validated questionnaire distributed via Google Forms.
• Responses were analyzed using Microsoft Excel.

Main Results:

• Over 80% of faculty felt departmental staffing was insufficient for CBME.
• Reflective learning (60.2%), early clinical exposure (70.4%), and elective postings (45.5%) received mixed faculty acceptance.
• Horizontal integration was widely welcomed (81.8%), but vertical integration was less favored (54.2%) in Phase I MBBS.

Conclusions:

• Faculty suggest reforms including shortening the foundation course and enhancing faculty development programs.
• Improved vertical integration, increased faculty numbers, and better skills laboratory infrastructure are recommended.
• Addressing faculty concerns is vital for successful CBME adoption in Indian medical colleges.