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Related Concept Videos

Longitudinal Studies01:26

Longitudinal Studies

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Longitudinal studies are also widely used in other medical and social science fields. For instance, in cardiovascular research, they can monitor patients' health over decades to identify risk factors for heart disease, such as high cholesterol or smoking, and evaluate the long-term effectiveness of preventive measures. Similarly, in mental health studies, researchers might follow individuals from adolescence into adulthood to understand the development and progression of conditions like...
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Longitudinal Research02:20

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Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...
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Nursing Implementation01:15

Nursing Implementation

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Implementation is the execution of the nursing care plan developed during the planning phase.
The five steps to implementing effective nursing care include reassessing the patient, reviewing and revising the existing nursing care plan, organizing the resources and care delivery, anticipating and preventing complications, and implementing nursing interventions.
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Updated: Jan 12, 2026

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Decoding CBME through a longitudinal faculty development program: A comparative study.

Sudhanshu Agrawal1, Rupa Singh1, Abhinav Singh1

  • 1Department of Physiology, Mahatma Vidur Autonomous State Medical College, Bijnor, Uttar Pradesh, India.

Bioinformation
|October 31, 2025
PubMed
Summary
This summary is machine-generated.

The National Medical Commission

Keywords:
CISPFaculty Development Programs (FDP)competency-based medical education (CBME)feedbacklongitudinalpost- testpre- test

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Area of Science:

  • Medical Education
  • Faculty Development
  • Competency-Based Medical Education (CBME)

Background:

  • The National Medical Commission (NMC) offers a two-day workshop on Continuous Improvement and Skill Progression (CISP) as part of Faculty Development Programs (FDP) for Competency-Based Medical Education (CBME).
  • The short duration of the current CISP workshop may limit its effectiveness for comprehensive faculty improvement.

Purpose of the Study:

  • To evaluate the efficacy of a longitudinal Faculty Development Program (FDP) compared to a short-duration workshop for improving faculty understanding and implementation of Competency-Based Medical Education (CBME).
  • To assess the impact of repeated training sessions on both initially trained and non-trained faculty in the context of CBME.

Main Methods:

  • A three-month longitudinal Faculty Development Program (FDP) with weekly sessions was implemented for 62 faculty members, including those previously trained in CISP and those not trained.
  • Pre- and post-tests were administered to assess knowledge and understanding, along with feedback collection to gauge program satisfaction and perceived effectiveness.

Main Results:

  • Initially, faculty trained in CISP demonstrated superior performance on assessments.
  • However, with repeated weekly sessions over three months, faculty who were not initially trained showed significant improvement, achieving comparable post-test results and feedback trends to the trained group.
  • This suggests that sustained engagement is crucial for faculty development in CBME.

Conclusions:

  • A longitudinal Faculty Development Program (FDP) is more effective for improving faculty understanding of Competency-Based Medical Education (CBME) than short, intensive workshops.
  • Implementing CISP as a longitudinal program can optimize faculty development, save time and manpower, and enhance overall understanding and application of CBME principles.