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The case management model is a multidisciplinary approach that involves healthcare professionals from diverse disciplines, such as physicians, nurses, therapists, social workers, and pharmacists, working collaboratively to address the various needs of patients. Each healthcare professional brings unique expertise and perspectives, contributing to a more comprehensive understanding of the patient's condition and tailoring treatment plans accordingly.
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Challenges in Implementing Competency-based Medical Education in India - Stakeholders' Perspective: A Mixed-method

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Summary

Competency-based Medical Education (CBME) in India faces implementation challenges, primarily due to a lack of trained faculty and adequate infrastructure. Despite these hurdles, students find the new curriculum

Keywords:
Competency-based medical education curriculumchallenges in competency-based medical educationfoundation courseintegrated teachingstudent centric

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Area of Science:

  • Medical Education
  • Curriculum Development
  • Healthcare Professional Training

Background:

  • Competency-based Medical Education (CBME) was implemented in India in 2019, shifting towards a learner-centric, outcome-based approach.
  • The CBME curriculum emphasizes core competencies and professionalism but has presented implementation challenges for medical institutions.
  • Understanding stakeholder perspectives (students, faculty, administrators) is crucial for successful CBME integration.

Purpose of the Study:

  • To assess the challenges encountered by students, faculty, and administrators during CBME implementation in Indian medical colleges.
  • To gather insights and proposed solutions from stakeholders to address identified challenges.
  • To evaluate the overall acceptance and perceived benefits of the CBME curriculum.

Main Methods:

  • A 3-month cross-sectional study (October-December 2023) involving 32 medical colleges across India.
  • Data collected from 60 faculty, 32 administrators, and 580 undergraduate medical students using validated surveys and one-on-one interviews.
  • A mixed-methods approach was employed for comprehensive quantitative and qualitative data analysis.

Main Results:

  • Faculty identified a deficiency in trained faculty (66.6%) and inadequate infrastructure (33.3%) as significant challenges.
  • Administrators reported dwindling student attendance (37.5%) and lack of collaboration between institutions and regulatory bodies (31.5%) as key issues.
  • Students positively perceived simulation-based training (73.2%) and electives (75%), along with integrated teaching and early clinical exposure.

Conclusions:

  • The CBME curriculum is generally accepted by medical colleges in India.
  • Addressing the need for faculty and administrator training is a critical challenge requiring attention.
  • Students reported enhanced learning experiences due to the newer curricular reforms introduced by CBME.