Competency-based medical education: Perception and challenges among students

Abstract

Introduction: Competency-based medical education (CBME) addresses students’ achievement of discernible skills in a time-independent, learner-centered manner. The curriculum emphasizes all three learning domains (cognitive, psychomotor, and affective). A major focus is given on early clinical exposure (ECE) with foundation course (FC) and renewing the teaching and assessment methods, helping the student’s conceptual thinking, skill development, and inclusion of the Attitude Ethics and Communication (AETCOM) module. The global adaption of CBME raises an alarming need to review its usefulness and limitations in the Indian context. The faculty makes tremendous efforts for its effective implementation, but the students may face many challenges in accepting the new curriculum. There is a need to assess undergraduate medical students’ perception and challenges faced with CBME that can be accountable for acceptance of CBME and allows for effective revision of the shortcomings in the new curriculum. Materials and Methods: This questionnaire-based cross-sectional study included 1st and 2nd professional year students of seven medical colleges in North Karnataka. Google forms were used to collect the data. Results: Among 596 students included, majority found that the new curriculum encouraged students’ enthusiasm and various other aspects of the curriculum like FC, ECE, teaching methods, and AETCOM module, which helped them in better understanding and retaining concepts. Yet the duration of the professional year is inadequate, the curriculum is stressful and time-consuming, and the maintenance of the log book is a challenge. Conclusion: Although the new curriculum improves medical education standards, it requires effective revision regarding time and stress management.