A cross-sectional study on attitude and feedback of phase-II medical students on competency-based medical education

Abstract

Background: Competency-based undergraduate curriculum has been introduced by MCI and it has been applicable since the 2019 batch of Indian medical graduates (IMG). There has been prototype move in learning from teacher centered to student centered. Aims and Objectives: The study intended to determine the attitude and feedback of Phase-II medical students regarding competency-based medical education (CBME). Materials and Methods: This research was a cross-sectional descriptive study conducted online. Phase II medical students were required to complete an online survey through a Google form. The questions requested of the participants were to be answered on a Likert scale. The survey includes information regarding students’ perceptions of the foundation course’s framework, innovations in assessment methods, additional components of medical education based on competency, and overall study population attitude scores for diverse CBME components. Results: This study involved a total of 151 medical students. Regarding the perceptions of the framework of the foundation course, where 86.7% of participants supported basic life support training, 96% of participants supported field/health center visits, 83.4% of students were happy with their time management, and 92% of participants informed early clinical exposure was beneficial. The perception about innovations in assessment methods, where 83.4% were able to understand the assessment and feedback schemes, 58% supported questions with multiple choices in the curriculum, 75.5% stated that Objective Structured Practical Examination and Objective Structured Clinical Examination practical sessions were fruitful, 77.5% felt that medical college’s first phase is demanding intellectually, and 74.9% were accepted that vertical and horizontal integration lectures are helpful. Conclusion: The majority of students showed positive attitudes and feedback toward CBME but there are certain challenges such as difficulty with theory examination time management, having to maintain separate log books for each department, and expressing relevance about sports activities during weekdays.