Competency-based Medical Education Curriculum Research Articles

KNOWLEDGE, ATTITUDES, AND PRACTICES REGARDING CHATBOTS AMONG HEALTHCARE PROFESSIONALS IN A TERTIARY CARE HOSPITAL

Objective: (1) Primary: Determine healthcare professionals’ knowledge, attitudes, and practices (KAP) related to AI Chatbots. (2) Secondary: Assess healthcare professionals’ perspectives on using Chatbots as teaching tools and implementing them in the Competency-Based Medical Education curriculum. Methods: An online questionnaire was distributed to 132 health professionals, including faculty and CRMIs, through Google Forms. Data on artificial intelligence (AI)-related KAP and barriers were collected following IHEC approval. The KAP scores, along with the relationship between categorical variables – such as population type and the use of AI Chatbots – were analyzed using Statistical Package for the Social Sciences software. Results: The study revealed that participants had a moderate level of knowledge about AI Chatbots. Attitudes were mixed, with some skepticism about AI replacing human teachers but also recognition of its benefits. Most participants infrequently used AI Chatbots in their daily activities. Barriers to usage included lack of knowledge, limited access, time constraints, and curriculum gaps. Conclusion: This study underscored the need to enhance medical education with AI topics and address existing barriers. It is crucial to better prepare health professionals for AI integration to leverage AI’s potential for improving patient care and training.

Challenges in Implementing Competency-based Medical Education in India – Stakeholders’ Perspective: A Mixed-method Analysis

Introduction: Competency-based Medical Education (CBME) was introduced in the year 2019 in India. It has brought about major changes in medical education. The curriculum is learner centric, outcome based, focuses on the development of core competencies and professionalism. However, many institutions have faced challenges during the implementation of the CBME curriculum. This study was aimed at assessing the challenges faced by all the stakeholders (students, faculty, and administrators) of various medical institutions and gather their insights on proposed solutions. Methodology: This cross-sectional study was conducted over a period of 3 months, from October 1, 2023, to December 31, 2023. The study was conducted in 32 medical colleges across India. A total of 60 faculty of various disciplines, 32 administrators of the institutes, and 580 undergraduate medical students were included in the study. Perception of students and faculty was collected using a validated survey form. One-on-one interview was done for all the 32 administrators using a facilitator guide. A mixed-methods approach was used for quantitative and qualitative data collection and analysis. Results: Around 40 (66.6%) faculty opined that that deficiency of trained faculty was a significant challenge in implanting CBME curriculum. Twenty (33.3%) of the faculty felt that there is a lack of adequate infrastructure required for the implementation of CBME curriculum. Among the administrators surveyed, 12 (37.5%) felt that dwindling student attendance was a major challenge, whereas 10 (31.5%) felt that there was the lack of collaboration between universities, colleges, and regulatory authorities. Four hundred and twenty-five (73.2%) of students opined that simulation-based training and 435 (75%) students opined that electives were very good initiatives by CBME curriculum. The students found the inclusion of integrated teaching, Attitude, Ethics, and Communication Module, early clinical exposure, and Family Adoption Programme in the CBME curriculum helpful. Conclusion: CBME curriculum was largely accepted across all the medical colleges. The training of faculty and administrators was considered an important challenge which needs to be considered. Students opined that the newer curricular reforms enhanced their learning.

An Evaluation of the First Clinical Posting in Psychiatry of the Competency-Based Medical Education (CBME) Curriculum for Undergraduate Medical Students in India.

The new competency-based medical education (CBME) curriculum presents an opportunity to address the many deficiencies in undergraduate (UG) psychiatry education in India. There are no published reports of such evaluations of psychiatry teaching programs based on the new CBME curriculum. We performed a cross-sectional evaluation of the first clinical posting in psychiatry of the new CBME curriculum using the following metrics: clinical skills, knowledge, attitudes towards psychiatry, self-efficacy in performing the specific learning objectives (SLOs), and satisfaction with specific teaching-learning and assessment methods implemented. The mean knowledge score after the posting was significantly higher compared to the mean knowledge score at baseline (7.79 vs 5.45, p<0.001). The mean clinical skills score after the posting was 13.77 (0-20 range). Improvement was noted in the mean scores on all three sub-scales of the attitudes toward psychiatry scale. However, the improvement in scores was statistically significant only on the 'Stigma of Psychiatry' sub-scale. The mean scores on the items of the self-efficacy scale were between 63.41 and 77.73 (0-100 range). The mean scores on all items of the satisfaction scale were between 4 (somewhat satisfied) and 5 (very satisfied). We have described an evaluation of the first clinical posting in psychiatry of the new CBME curriculum. The posting was effective in imparting knowledge and clinical skills and potentially bringing about favorable changes in the attitudes toward psychiatry among UG medical students. The students also perceived confidence in performing the SLOs and were satisfied with the teaching-learning methods and assessment methods implemented.

Students' Perspectives of Competency-based Medical Education in Undergraduate Psychiatry Clinical Training: A Qualitative Evaluation.

Undergraduate (UG) medical students are one of the stakeholders and ultimate beneficiaries of the competency-based medical education (CBME) curriculum introduced in 2019 by the National Medical Commission (NMC). There is a dearth of literature on student perspectives on CBME Psychiatry clinical posting in India. Second professional students who attended the psychiatry clinical posting were invited to participate in the qualitative study. They were asked to give perspectives about the training during clinical posting based on a semi-structured questionnaire. Written feedback forms were obtained from 44 students. Data were analyzed using thematic analysis. Results showed the perceived impact of posting (change in knowledge, skills, and attitude), barriers to learning (student factors, patient factors, interaction factors, structural factors), and feedback on training during clinical posting (structural factors, practice over theory). UG students perceived improvement in their knowledge, attitude, and clinical skills during their posting in Psychiatry. They reported several barriers to learning at variouslevels. Their feedback to improve the posting focused on demonstrating skills using patients rather than theory classes.

Structured Online Systematic Review Training for Medical Students: An Elective Module in Physiology.

Background Recently, elective posting has been introduced by the National Medical Commission (NMC) of India in the undergraduate competency-based medical education (CBME) curriculum. To successfully implement it in medical colleges, facilitators (medical teachers) need to commit extra time. Hence, this study aimed to evaluate the impact of online teaching-learning methods for implementing an elective module for undergraduate medical students at Burdwan Medical College and Hospital, West Bengal, India. Methods An online module for systematic review methods was developed using the Delphi method. This module was used to train 30 medical students divided into six groups. One resident and one facultyfacilitated each group. After the elective program of 15 days, program feedback and evaluation using the Kirkpatrick model were obtained from the students. Results A total of 30 undergraduate medical students with a mean age of 22.7±0.95 years participated in the study. All of them successfully conducted a systematic review per group. The students' feedback was 86.33% positive, and the project evaluation showed an 84% positive opinion. The highest score was for understanding, facilitators' knowledge, and experience. The lowest score was for the immediate applicability of the knowledge. Conclusion An online systematic review training module can be used for elective teaching-learning for final-year medical students, particularly within limited time and resource constraints. Students appreciated the module's clear objectives, appropriate complexity, and facilitators' expertise, leading to improved communication, engagement, and critical-thinking skills. Despite some limitations, these findings suggest that online learning can complement traditional methods and address logistical challenges in medical education, warranting further research on its long-term impact and broader applicability.

Factors influencing academic failure rate among first-year Indian medical students who experienced competency-based medical education curriculum during the COVID-19 pandemic.

The primary objective of the study was to assess the factors that influenced the increased failure rate among first-year Indian medical students who appeared for the Maharashtra University of Health Science (MUHS) summative university examination, having experienced the competency-based medical education (CBME) curriculum for the first time amid the coronavirus disease (COVID-19) pandemic. A retrospective cross-sectional online questionnaire-based study was undertaken between July 2021 and November 2021, in which first-year Indian medical students who were enrolled in the Bachelor of Medicine, Bachelor of Surgery (MBBS) program in the year 2019 and appeared for the MUHS summative university examination in February 2021 were invited to participate. Analysis was done using JASP (v0.16.0.0), and the odds ratio for failure was calculated at a significance level of P < 0.05. Responses were obtained from 360 individuals, of whom 74.5% had passed and 25.5% had failed (n = 360). The odds of failure in first-year MBBS summative university examination was higher in students with irregular Internet access, irregular device access, an unsupportive peer environment in college, a National Entrance cum Eligibility Test score below 500, an unsupportive family environment during the lockdown, severe stress, severe depression, testing positive for COVID-19 before the exam, death in the family during the exam, and failing in terms and prelims and students of male gender ( P < 0.01). The total failure rate of 27% in the MUHS examination was mainly attributed to interplay between the student's mental health, lack of devices or Internet, and the changed assessment part of the CBME curriculum. Surprisingly, lecture frequencies, teaching patterns, and study resources did not influence the failure rate. These results can be used to formulate interventions that will help to improve academic performance and mental health students and thus help them adapt to the new curriculum.

Perceptions of Stakeholders and the Way Forward to Implementing the Family Adoption Programme in Medical Education: A Study From Assam, India.

Background The Family Adoption Programme (FAP) has been introduced under the competency-based medical education curriculum wherein each medical student adopts families. Theobjective of this study was to determine the stakeholders' perspective and to suggest measures to make it relevant for Indian medical graduates. Methodology A mixed-method study was conducted among the faculty, undergraduate students, and community using prestructured, validated instruments. The quantitative data were entered into Microsoft Excel (Microsoft Corp., Redmond, WA) and analysed, while the qualitative data were coded and analysed thematically. Results All faculty members (12, 100%), the majority of students (49, 44.30%), and the community members strongly agreed that the policy decision to introduce the FAP was 'right'.The benefits mentioned were that FAP helps improve knowledge, psychomotor skills, attitudes and communication, attitude and behaviour skills, understanding of the social structures, health status of the community, and health-seeking behaviour of the families and provides an appropriate early clinical exposure. The challenges mentioned were selecting a site, gaining cooperation from family, communication, arrangement of logistics and transportation, gettingsupport from teachers, difficulties in managing students in the community and coordinating among faculty, staff and students. Most faculty members recommended that the FAP should be started later in the curriculum and there should be restrictions on the number of families to be adopted. The students suggested that adequate logistics be provided as well as a reduction in the number of family visits. Conclusion The programme has been welcomed by most stakeholders. It requires the necessary support from the institution authorities, prior planning of visits, judicious utilization of social media, and coordination with government field-level health workers e.g. Accreditated Social Health Activists (ASHA).A comprehensive program evaluation and formulation of a standard operating module will further strengthen the programme.

Perception of MBBS Students to the New Competency-based Medical Education Curriculum in a Tertiary Care Hospital in North East India

Objectives: The objective of the study was to assess the knowledge, experience, and perception of the students of our institute toward the newly implemented competency-based medical education (CBME) curriculum. Materials and Methods: A prospective, cross-sectional study was conducted among the Phase II Students of Fakhruddin Ali Ahmed Medical College and Hospital, Barpeta, Assam. A self-administered feedback questionnaire was used for the study after acquiring written informed consent from the students. The responses to the questions were based on the knowledge, attitudes, and perspectives of the students and were assessed on a 3-point Likert scale. Results: The questions were categorized under four broad headings. Under the first category, 49.3% were in assent as to their general awareness of the new curriculum and its structure and in agreement as to the changes proposed by it. In the second category, 55.7% were in agreement as to the beneficial effects of early clinical exposure and problem-based learning. 51.7% of the students in the next category were in agreement on the role of vertical and horizontal integration in the new curriculum in making them understand the topic better. Finally, 55.2% of Phase II students were in agreement on the importance of attitude, ethics, and communication and the role of assessment to improve the learning of the students. Conclusion: As we got positive responses from most of the students, we can conclude that CBME is the need of the hour. The few negative and equivocal responses indicate the challenges to be considered while implementing CBME.

Correlation Between Emotional Intelligence and Readiness for Self-Directed Learning in Medical Undergraduate Students.

The success of self-directed learning depends mainly on the readiness of students to adapt it to their learning domain. Medical students must meet certain criteria to become self-directed learners, which are also significant components of emotional intelligence (EI). Clarification is required on whether the students are ready for self-directed learning according to their level of EIas soon as they enter the medical institute. The survey was conducted on first-year MBBS students, between 18 and 21 years of age. Demographic data of the participants was collected. EI was assessed by using the Schutte Self-Report Emotional Intelligence Test (SSEIT). Fisher's 40-item self-directed learning readiness (SDLR) scale was used to assess the readiness for self-directed learning. Pearson's correlation and regression analysis was carried out to assess the relationship between the two. Approximately 71% of students had average EI, whereas only 5% had high EI. However, 63% of students were found to have low SDLR, while just 37% of participants had high SDLR. EI and SDLR both were found to be higher in males. Pearson's correlation "r"between the two parameters shows a strong positive correlation with statistical significance. Certain training modules need to be incorporated into the medical education program to improve the EI of medical undergraduate students. Such a module might help in improving the readiness for self-directed learning and prepare the medical undergraduates as active lifelong learners, which is the prime goal for an Indian Medical Graduate according to the new Competency-Based Medical Education (CBME) curriculum.

Evaluating competency-based medical education: a systematized review of current practices

BackgroundFew published articles provide a comprehensive overview of the available evidence on the topic of evaluating competency-based medical education (CBME) curricula. The purpose of this review is therefore to synthesize the available evidence on the evaluation practices for competency-based curricula employed in schools and programs for undergraduate and postgraduate health professionals.MethodThis systematized review was conducted following the systematic reviews approach with minor modifications to synthesize the findings of published studies that examined the evaluation of CBME undergraduate and postgraduate programs for health professionals.ResultsThirty-eight articles met the inclusion criteria and reported evaluation practices in CBME curricula from various countries and regions worldwide, such as Canada, China, Turkey, and West Africa. 57% of the evaluated programs were at the postgraduate level, and 71% were in the field of medicine. The results revealed variation in reporting evaluation practices, with numerous studies failing to clarify evaluations’ objectives, approaches, tools, and standards as well as how evaluations were reported and communicated. It was noted that questionnaires were the primary tool employed for evaluating programs, often combined with interviews or focus groups. Furthermore, the utilized evaluation standards considered the well-known competencies framework, specialized association guidelines, and accreditation criteria.ConclusionThis review calls attention to the importance of ensuring that reports of evaluation experiences include certain essential elements of evaluation to better inform theory and practice.

How aware are we about doping in sports? : A cross-sectional pilot survey of doctors

BackgroundDoctors lack the required anti-doping knowledge. The aim of this single-centre pilot study is to survey the awareness level of doctors about anti-doping regulations and their opinion with reasons on inclusion of sports pharmacology/anti-doping aspects in undergraduate medical curriculum. MethodsAfter ethical clearance, a cross-sectional online pilot survey was done among medical doctors on anti-doping aspects, general awareness, practical applications and opinion on inclusion of doping in sports as a competency under undergraduate medical curriculum. Responses were categorized and analysed. The significance was set at 0.05. Results80 doctors including 53 medicine and allied residents, 16 surgery and allied residents and 11 medical doctors took part in the study. 94% doctors understood about doping, 53% were aware about anti-doping organisation, 37% on regulations and 64% were right on prohibited list substances. 80% drugs of abuse mentioned clustered under only four categories (S1, S2, S5 and S6) of the World anti-doping agency (WADA) prohibited list. Practical sports specific anti-doping knowledge in weight cutting (97%), retroactive therapeutic use exemption of medical emergency management (0%), anti-asthmatic medication use (59%) and alcohol use (41%) were significant. Internet (67%) and newspaper (20%) were the main source of information. 73% doctors recommended inclusion of doping in sports in MBBS competency-based medical education (CBME) curriculum. ConclusionAnti-doping specific awareness and knowledge was found lacking among doctors. 73% doctors favour inclusion of doping in sport as a competency in the undergraduate medical curriculum to aid in better clinical practice and athlete counselling.

Was it all worth it? A graduating resident perspective on CBME

Background Our institution simultaneously transitioned all postgraduate specialty training programs to competency-based medical education (CBME) curricula. We explored experiences of CBME-trained residents graduating from five-year programs to inform the continued evolution of CBME in Canada. Methods We utilized qualitative description to explore residents’ experiences and inform continued CBME improvement. Data were collected from fifteen residents from various specialties through focus groups, interviews, and written responses. The data were analyzed inductively, using conventional content analysis. Results We identified five overarching themes. Three themes provided insight into residents’ experiences with CBME, describing discrepancies between the intentions of CBME and how it was enacted, challenges with implementation, and variation in residents’ experiences. Two themes – adaptations and recommendations – could inform meaningful refinements for CBME going forward. Conclusions Residents graduating from CBME training programs offered a balanced perspective, including criticism and recognition of the potential value of CBME when implemented as intended. Their experiences provide a better understanding of residents’ needs within CBME curricula, including greater balance and flexibility within programs of assessment and curricula. Many challenges that residents faced with CBME could be alleviated by greater accountability at program, institutional, and national levels. We conclude with actionable recommendations for addressing residents’ needs in CBME.

Fostering Proficiency in Cell Identification: A Comparative Analysis of Diagrams and Microscopic Images for Optimal Cytopathology Learning in Competency Based Medical Education Curriculum

Background: Histopathology and Cytopathology are crucial aspects of medical education. With a paradigm shift from traditional to competency-based curriculum, teaching strategies are crucial to enable learning. we undertook a comparative analysis to evaluate the efficacy of two distinct teaching Learning tools—diagrams and microscopic images—in enhancing the observational and cognitive skills of medical students. Material and methods: A mixed method research design was planned to obtain quantitative data followed by qualitative data. These were later integrated for interpretation. A series of thirty microscopic images of cells, from topics already taught and diagrams of the same cells, drawn with Hematoxylin Eosin pencils, were projected to assess cell identification. Students were tasked with identifying and documenting their observations. The microscopic images were sourced from standard textbooks, while the diagrams were prepared by faculty and validated by subject experts. Responses were evaluated and scores analyzed using paired t-test. Focus group discussion was conducted to obtain qualitative data. Results: A group of 74 second-year medical students voluntarily participated in this study. Statistical analysis revealed that the scores for diagram identification were significantly higher than those for microscopic images, with a p-value of less than 0.05. Diagrams had a positive impact. Conclusion: Diagrams were superior to microscopic images in facilitating cell identification. This study underscores the importance of incorporating drawing-based teaching and learning methods in cytology as they encourage a more profound and effective learning process. Continued inclusion of diagrams in medical education to enhance students' cell identification skills is recommended. Keywords: Cytopathology, Curriculum, Medical Education, Drawing

IJCM_395A: Exploring medical student’s perspective on Competency based medical education (CBME) curriculum at Government Medical College in Maharashtra.

Background: Competency based medical education (CBME) is implemented recently in India. The study was conducted to evaluate the perspectives of undergraduate medical students towards CBME curriculum at a Government Medical College in Maharashtra. CBME is helpful in expanding the dimensions besides basic medical knowledge to the core competencies of a high-grade skilled clinical graduate. Moreover, value addition with other competencies such as empathy, professionalism, altruism, communication skills, ethics, and humanities that focuses on health systems as a National goal ‘Health for All’. Objective: To explore medical student’s perspective on Competency based medical education (CBME) curriculum at Government Medical College in Maharashtra. Methodology: This cross-sectional descriptive study was conducted among undergraduate medical students at Dr. SCGMC, Nanded. A validated questionnaire was administered through Google link among medical students. Results: A total of 225 students has participated. Around 130 (58%) students are from first year and 96(43.2%) students opined that learning AETCOM skills are necessary and around 125(55.8%) students opined that there should be sometime for sports activities during week days also and 107(48.2%) students stated that early clinical exposure in the first year is beneficial. Conclusion: The CBME curriculum focuses on learning the competencies needed in clinical practice and provides standards and framework for measuring performance. The thrust of the new curriculum attempts to make medical education in India more outcomes oriented.

Motivations for Entrustable Professional Activity Assessment: Gaps Between Curriculum Theory and Resident Reality.

Background Previous research demonstrates mixed reactions from residents toward competency-based medical education (CBME), and entrustable professional activities (EPAs) specifically. However, understanding what motivates residents to obtain EPAs may be vital to the longevity of CBME, given the emphasis on assessment for learning under this paradigm. Objective This study explored resident perspectives across 3 domains: motivation for obtaining EPAs, perceived importance of EPAs, and overall thoughts on CBME curriculum. Methods This was a sequential exploratory mixed-methods study involving 2 phases of data collection. Phase 1 was semi-structured interviews with residents enrolled in CBME at one Canadian institution from November 2019 to July 2020. Analyses included thematic and manifest content analysis. Phase 2 was an electronic close-ended survey to capture residents' primary motivation for requesting EPAs and importance of EPAs for learning. Survey data were analyzed descriptively. Results Of 120 eligible residents, 25 (21%) and 107 (89%) participated in the interview and survey, respectively. Program requirement was the dominant motivation for obtaining EPAs. There was variability in perceived importance of EPAs on learning. Increased resident workload, gaming the system to maximize EPA scores, and lack of shared ownership from preceptors were cited as critiques of the curriculum. Survey responses corroborated interview findings. Conclusions Although many residents recognize the value of EPAs, the majority are not intrinsically motivated to seek out assessment under the current CBME framework.

Evaluation of Elective Posting on Adverse Drug Reaction and Pharmacovigilance under Competency-based Medical Education Curriculum among Undergraduates: A New Step in Medical Education

Abstract Context: The revised competency-based medical education, the students of 3rd-year part I MBBS are required to undergo elective postings of 1 month based on the student’s needs and choice. Aims: This study was undertaken to evaluate the outcome of elective posting of pharmacovigilance and adverse drug reaction (ADR) reporting as a new teaching tool in pharmacology among 3rd-year part I MBBS students. Settings and Design: The students undergoing the elective posting of pharmacovigilance and ADR reporting were evaluated for their knowledge, completeness score (out of 10) of ADRs reported, and their feedback with respect to the posting, in a pretested questionnaire. Subjects and Methods: It was a descriptive cross-sectional type conducted in the Pharmacology Department of Dr. Balasaheb Vikhe Patil Rural Medical College and Dr. Vitthalrao Vikhe Patil Pravara Rural Hospital, Loni. Results: Six students participated in the study, who reported 96 ADRs. Most of the ADRs (39, 40.6%) were reported immediately after their appearance. The average completeness score of the ADRs reported was 9.44 ± 0.41. The students gave an average score of 1.2 for overall experience of the posting (1 – best and 5 – worst). Conclusions: The elective posting with pharmacovigilance and ADR reporting module had a positive impact on the quality of ADR reporting in terms of completeness, causality assessment as well as time of reporting. The students felt confident in reporting ADRs and reflected positively toward the training module.

IJCM_88A: Perception of the medical college faculty on new competency-based medical education curriculum for MBBS students

Background: Medical education needs to be adjusted to meet the fast- changing expectations of society and the resulting demands on daily medical practice. The Medical Council of India (MCI) has updated the Medical Curriculum based on CBME. Objectives: 1. To assess the perceptions of the faculty members of the Medical college on the competency-based medical education curriculum for the MBBS course 2. To assess the readiness to incorporate competency-based medical education in the medical education curriculum among faculty members Methodology: This cross-sectional study was set in Kasturba Medical College, Mangalore, among teaching staff of pre-clinical, para-clinical, and clinical departments. A total of 93 (pre-clinical-29, para-clinical-31, clinical=33) faculty members were requested to fill out the questionnaire. Results: Our study highlights inter-department coordination, time demands, and lack of faculty training as the major barriers to the implementation of CBME. Among all participants around 60% were females. Most of the participants had teaching experiences between 0-5 years. Almost 95% of the participants were aware of the new MCI 2019 curriculum. The majority of the participants rated their knowledge about CMBE as moderate level (38.7%). 61.3% of the faculty members consider themselves to be ready to incorporate CBМЕ. According to most faculty members, a moderate amount (50%) of training is required and sessions and workshops (68.8%) are the most preferred type of training. Conclusion: Most of the faculty members found that the CBME pattern will be effective in imparting skills to undergraduates. Most of the participants identified inter-department coordination, demands of time, and lack of training in evaluation and feedback to be the major barriers to implementing the CBME pattern. Most of the faculty members consider themselves to be ready for this change even though a lot of them find the implementation of CBME to be a difficult task.

A survey on practices of embalming techniques and usage of soft embalming methods in Indian medical institutes

BackgroundSoft cadavers are becoming increasingly popular for surgical skills development in competency-based medical education curricula. However, few studies evaluate this strategy's viability, dependability, and validity, particularly in India. This study intends to investigate embalming procedures and procedural skills practices at medical institutions. MethodsA validated questionnaire gathered information on demographic details, embalming practices, surgical skill training, willingness to adopt modern embalming techniques and awareness and practice of soft embalming methods. A total of 350 Indian medical institutions were forwarded the questionnaire via email. Responses were analyzed using SPSS version 16, and the Chi-square test was used to examine the association between the two categorical variables. ResultsA study of 350 Indian medical institutions found a 62% response rate. In the studied population, 53.5% (N = 116) of institutes demonstrated procedural skills in undergraduate education as a part of early clinical experience. A total of 54.4% (N = 118) of institutes conducted hands-on surgical training. For postgraduates in surgical departments, voluntary cadaver dissection was offered at 53.9% (N = 117) of institutes. In 78.3% (N = 170) of the institutes, surgical training was performed on formaldehyde-embalmed cadavers. Institutions used proprietary solutions, fresh frozen approaches, Thiel solution, phenol, and saturated salt solutions for embalming. ConclusionThe study highlights disparities in undergraduate teaching and surgical skill training in medical institutes, emphasizing the need for re-evaluating embalming practices to ensure the safety and educational quality. It also highlights underutilization of soft embalming methods, highlighting need for improved training programs and strategies to enhance medical education quality.

Learnings and Reflections on Transition to New Competency-based Medical Education, MBBS curriculum in Microbiology: A Cross-sectional Observational Study

Introduction: Conventional teaching in microbiology revolved around the study of microorganisms without clinical relevance. Therefore, a New Competency-based Undergraduate (UG) Medical curriculum (New CBME) was rolled out in the academic year 2019 to make Indian Medical Graduates more clinically competent yet globally relevant. Aim: To assess the impact of the change in curriculum on students’ performance and desired educational outcomes before and after the implementation of the new curriculum. Likewise, the study aimed to analyse the experiences and reflections of medical teachers towards these amendments. Materials and Methods: A cross-sectional observational study was conducted on 82 students from the second year Bachelor of Medicine, Bachelor of Surgery (MBBS) with a traditional curriculum and 74 with the new Competency-based Medical Education (CBME) curriculum at the Department of Microbiology, Smt. B.K. Shah Medical Institute and Research Centre, Piparia, Vadodara, Gujarat, India, between February 2020 and November 2021. In both batches, topics from core as well as non core areas of various systems were included along with the Attitude, Ethics and Communication (AETCOM) modules. A comparison of both groups was done, and Chisquare values and p-values were calculated. Results: The batch with the new CBME curriculum was able to provide a provisional diagnosis for a case-based question better than the Traditional batch {n=60/74 (81%) vs n=44/82 (54%), p-value=0.0005, significant}. However, the correct aetiology, pathogenesis, and laboratory diagnosis were written better in the traditional batch compared to the new one, n=44/82 (54%) vs n=24/74 (32%). Regarding the AETCOM skills, the new batch had a better understanding of proper communication and ethics, i.e., 73/74 (99%), p-value&lt;0.00001, Significant, while 66/82 students (80%) of the traditional batch and 67/74 (90%) of the new batch were aware of confidentiality issues. In viva voce, the new batch showed a lot of confusion regarding the names, types of micro-organisms, and the laboratory diagnosis of diseases caused by them compared to the traditional batch (p-value &lt;0.00156, significant). Conclusion: After implementing the new CBME curriculum to undergraduate students and analysing the feedback of teachers and the performance of students, it was felt that an appraisal of the new curriculum is required for a satisfactory outcome in microbiology so that microbiology content can be incorporated with clinical relevance.

Comparative assessment of medical professionalism in medical interns of old and competency-based medical education curricula

Background: Medical professionalism is crucial for health-care practitioners, ensuring public trust, patient safety, and quality care. It comprises attitudes, behaviors, and values guiding medical students and physicians in interactions with patients, colleagues, and the health-care system. With introduction of competency-based medical education (CBME) curriculum, it is important to investigate how CBME curriculum influences the development of professionalism among medical students. Aims and Objectives: The present study is planned with the objective to evaluate and compare medical professionalism dimensions using the learners’ attitude of medical professionalism scale (LAMPS) among medical interns from traditional/old and CBME curricula. Materials and Methods: The study involved medical interns from both traditional and CBME curricula, selected based on voluntary participation and informed consent. Data were collected using the validated LAMPS, assessing attitudes and behaviors related to professionalism. Google Forms, an online survey tool, facilitated efficient data collection and management through questionnaire surveys. Results: The study assessed medical professionalism in domains such as duty/accountability, excellence/autonomy, honor/integrity, altruism, and respect. Mean scores were comparable between the traditional and CBME curriculum groups. For instance, in duty/accountability, the old curriculum scored 3.8673 (standard deviation [SD] ± 0.9954) compared to 3.7477 (SD ± 1.0066) for CBME. Statistical analysis showed no significant differences in professionalism scores between the two groups across all domains, as indicated by t-statistics and P-values. Conclusion: While both curricula demonstrate similar professionalism levels among interns, contextual factors such as curriculum implementation challenges, resource constraints, pandemic-related disruptions, survey timing, and participation rates may contribute to the observed outcomes. Addressing these factors could enhance the effectiveness of professionalism education within CBME frameworks.