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A Proposed Context-Specific, Student-Centric, Value-Based, Technology-Enhanced, and Outcome-Oriented Model of
Tripti Waghmare1, Lalitbhushan Waghmare1, Ranjit Sidram Ambad2
1Department of Physiology, Jawaharlal Nehru Medical College, Datta Meghe Institute of Higher Education & Research (DU), Sawangi (M), Wardha, Maharashtra, India.
None:
Competency-based Medical Education (CBME) in India is in its fifth year of implementation. There has been a concurrent advent of National Education Policy 2020. CBME hence need to be now envisioned from the perspective of national relevance and international parlance, striking a unique balance of context-specificity and Indian values. The present article provides a glimpse of various initiatives at Datta Meghe Institute of Higher Education and Research - DMIHER (DU) for delivering competency-based graduate medical education; with quality centricity at its core of operations, specifically oriented towards developing critical thinking, problem-solving, lifelong learning skills in an Indian Medical Graduate (IMG). In the pursuit of a transition from an Informative to Formative to Transformative model of Medical education, as presented in the Lancet Commission Report 2010, and catering to all the seven envisioned roles of IMG, the present CBME approach proposed by DMIHER (DU), a rural medical school in central India, is a contextualized model built upon the regulatory guidelines regarding roles of IMG triangulated to Principles of CBME, viz., context-specificity, student centricity, value based, technology enhanced, and outcome oriented.
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