Perception of competency-based medical education curriculum: Insights from three batches

Abstract

Abstract Introduction: Competency-based medical education (CBME) entails learners accumulating apparent abilities in a time-independent, student-centered manner. The redesigned curriculum is entirely new, and only a few studies have been conducted to analyze the student’s perception of embracing the new curriculum. This research aims to provide a comprehensive understanding of the student perception of different concepts of the CBME curriculum by examining the insights gathered from three successive batches. Materials and Methods: The cross-sectional study was conducted at a medical college in India among MBBS students using a validated questionnaire after taking institutional ethical clearance. Results: A total of 369 students responded to the questionnaire. The response rate was 88%. Most students responded positively to the usefulness of various components of CBME, like a foundation course (FC), early clinical exposure (ECE), attitude ethics and communication, skill lab training, certification of skills, and aligned and integrated topics (AiTO). The students also suggested decreasing the duration of the FC and increasing the ECE sessions with clinical-based teaching. An increase in formative assessment to improve their learning was told by the learners. Conclusion: The study provides valuable insights into students’ perceptions of concepts of CBME. The CBME curriculum makes learning more relevant, increases student interest and creativity, and makes the Indian Medical Graduate (IMG) liable and accountable to patients, the community, and the profession. The following core competencies are addressed in this article: Professionalism, Practice-based learning and improvement, and Systems-based practice.