Abstract
Feedback is the essence of competency-based medical education (CBME), and an integral part of any assessment program. Though the competency framework provides multiple opportunities for feedback, it will have to be closely interwoven with every spoke of the wheel of the curriculum, as the curriculum rolls-over on the practical ground. The need to provide good feedback has been the major driver for advent of workplace-based assessment (WPBA) and other tools to assist criterion based and objective observations. Though it is essential to embed feedback longitudinally into the new competency framework and in CBA, we are uncertain as to how feedback is being currently practiced within the local culture; hence, a lot of groundwork needs to be done. We need to first identify opportunities for feedback within the competency framework, then reach a consensus on them through deliberations within our own departments so that feedback carves the much needed niche in the blueprint that universities will create to follow the competency framework in “letter and spirit”. Deliberate opportunities for feedback will have to be created in each phase and in the blueprint for each subject taught in that phase, in order to ensure that feedback becomes a reality rather than mere assumption. Preparedness at both the giver and receiver’s end, in a nonthreatening, congenial environment, needs emphasis at this juncture. This article explains the purpose of feedback, components of an ideal feedback and functional logistics.
Highlights
Competency Based Medical Education (CBME) curriculum has been introduced for the training of medical under-graduates in India which uses competency framework for teaching, training and assessment of undergraduate medical students in Indian medical schools
Competency-Based Assessment (CBA) will differ from traditional assessment in that while the latter was norm-referenced, CBA is criterion referenced and it is for this reason that criteria for assessment will have to be predefined
This paper focuses on various aspects of feedback and functional logistics in the competency framework so that feedback is received, given and utilized well as it wades its way through fragile alleys of complex human emotions
Summary
Competency Based Medical Education (CBME) curriculum has been introduced for the training of medical under-graduates in India which uses competency framework for teaching, training and assessment of undergraduate medical students in Indian medical schools. Acquiring competencies in CBME will be ‘incremental’ and as learning of a given competency progresses, students will need guidance and feedback at every step (Assessment Module for Undergraduate Medical Education, 2019, MCI, 2019b). They cannot be left entirely on their own. Sometimes the purpose of feedback understood by the two stakeholders - Figure 1: The linkages of competency-based assessment the teachers and the students is very different. Content specific assignments like skill training, clinical reasoning, establishing differential diagnosis, will qualify for specific feedback
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call