An Integrated Competency-based Curriculum for Undergraduate Medical Education Programme in Bhutan

Abstract

Introduction: Training of health human resources is an integral component of strengthening health systems. In Bhutan, the postgraduate training programme commenced in 2014 and the undergraduate programme is scheduled to begin in 2024.Methods: The curriculum was drafted by a team of experts and reviewed over multiple rounds with medical educators, health administrators and field experts from within and outside the country. The curriculum was validated by a team of experts from the university and the medical council. The curriculum for the Bhutan Medicine Programme adopted an integrated approach for teaching-learning and assessments.Results: Core competencies have been defined to meet the needs of a graduate that is prepared to face the challenges of the present and the future. Learning objectives are constructively aligned with teaching-learning and assessment tools. The five-year programme includes the Foundation of Medicine, Early Clinical Exposure, System integration through module-based learning, Clinical rotations including professorial attachments and internship. Community medicine, behavioural sciences and medical humanities are incorporated through the first to fourth years. We foresee a challenge in the acceptance of an integrated curriculum from sections of senior clinicians and teachers who have been trained in a traditional curriculum. A series of faculty development programmes have been conducted to discuss advantages of an integrated approach.Conclusion: Implementation of an integrated curriculum requires adequate faculty together with faculty development. Faculty recruitment is ongoing at the time of publication.