Implementation Of Competency-based Medical Education Research Articles

Perspectives of medical faculty regarding implementation of Competency-Based Medical Education (CBME) in Uttarakhand, India

: Competency Based Medical Education (CBME) introduced in 2019, by the National Medical Commission Erstwhile Medical Council of India, involves restructuring the medical training and planning of curriculum and assessment with a focus on developing competent Indian Medical Graduates.: To assess the perception of medical faculties towards the implementation of new Competency-Based Medical Education.: A cross-sectional study was conducted for 1 Month (July 2023). 42 Faculty Members were enrolled in the study after obtaining their informed consent. A pretested semi-structured questionnaire using Google Forms was used to assess the perception of faculty regarding CBME implementation. Data was entered using MS Excel. Statistical analysis was performed using Stata software (version 11.0, Stata, College Station, Texas). Out of 42 Faculty members,16 were Professors and 26 were Associate Professor. The majority (97.6%) of faculty members were trained in medical education training through various workshops. The majority (69%) of faculty members agreed that CBME is essential as per changing time scenario. Although 81% of faculty members were not happy with frequent changes in regulations as released by NMC after the implementation of CBME. The majority (76%) of faculty members also shared that CBME changed their way of Teaching. Faculty members also unanimously shared that faculty and infrastructure recommended by NMC are less and there is a need to revise recommended requirements for effective implementation of CBME. Faculty members unanimously agreed that Competency-Based Medical Education is very much-needed in India as per evolving and challenging healthcare needs across the globe. However, there is a need to revise (increase) recommended manpower, and infrastructure by NMC for the effective implementation of CBME.

In EPAs we trust, is quality and safety a must? A cross-specialty analysis of entrustable professional activity guides

Purpose The inclusion of quality improvement (QI) and patient safety (PS) into CanMEDS reflects an expectation that graduating physicians are competent in these areas upon training completion. To ensure that Canadian postgraduate specialty training achieves this, the translation of QI/PS competencies into training standards as part of the implementation of competency-based medical education requires special attention. Methods We conducted a cross-specialty, multi-method analysis to examine how QI/PS was incorporated into the EPA Guides across 11 postgraduate specialties in Canada. Results We identify cross-specialty variability in how QI/PS is incorporated, positioned, and emphasized in EPAs and milestones. QI/PS was primarily referenced alongside clinical activities rather than as a sole competency or discrete activity. Patterns were characterized in how QI/PS became incorporated into milestones through repetition and customization. QI/PS was also decoupled, conceptualized, and emphasized differently across specialties. Conclusions Variability in the inclusion of QI/PS in EPAs and milestones has important implications considering the visibility and influence of EPA Guides in practice. As specialties revisit and revise EPA Guides, there is a need to balance the standardization of foundational QI/PS concepts to foster shared understanding while simultaneously ensuring context-sensitive applications across specialties. Beyond QI/PS, this study illuminates the challenges and opportunities that lie in bridging theoretical frameworks with practical implementation in medical education, prompting broader consideration of how intrinsic roles and emergent areas are effectively incorporated into competency-based medical education.

Implementation and Impact of an Adapted Digital Perioperative Competency-Building Tool to Enhance Teaching, Learning And Feedback in Postgraduate Competency-Based Medical Education

The purpose of this educational intervention was to introduce, iteratively adapt, and implement a digital formative assessment tool in a surgical speciality. The study also evaluated the intervention's impact on perioperative teaching, learning, feedback, and surgical competency. A participatory action research model with a mixed methods approach. This study was performed over 10 months in an institutional hospital in South Africa with a general surgery department. Twelve supervising surgical trainers/faculty and 12 surgical trainees/residents consented to participate in the intervention. The first 4 months of the intervention focused on relationship building, a multi-stakeholder contextual needs assessment and training sessions to support a shared mindset and shift in the teaching and learning culture. The final adapted perioperative competency-building tool comprised a 23-item assessment with four open-text answers (Table 1). Over the following 6-month period, 48 workplace-based competency-building perioperative evaluations were completed. Most trainees took less than 5 minutes to self-assess (67%) before most trainers (67%) took less than 5 minutes to give oral feedback to the trainee after the perioperative supervised learning encounter. On average, the digital tool took 6 minutes to complete during the bidirectional perioperative teaching and learning encounter with no negative impact on the operational flow. All trainers and trainees reported the training and implementation of the digital tool to be beneficial to teaching, learning, feedback, and the development of surgical competency. Analysis of the completed tools revealed several trainees showing evidence of progression in surgical competency for index procedures within the speciality. The focus groups and interviews also showed a change in the teaching and learning culture: more positively framed, frequent, structured, and specific feedback, improved accountability, and trainee-trainer perioperative readiness for teaching. Highlighted changes included the usefulness of trainee self-assessment before perioperative trainer feedback and the tool's value in improving competency to Kirkpatrick Level 4. Implementing an adapted digital Workplace-Based Assessment (WBA) tool using a participatory action research model has proven successful in enhancing the effectiveness of supervised perioperative teaching and learning encounters. This approach has improved teaching and feedback practices, facilitated the development of surgical competency, and ultimately impacted the overall culture to Kirkpatrick level 4. Importantly, it has positively influenced the trainee-trainer relationship dynamic. Based on these positive outcomes, we recommend using this effective method and our relationship-centred framework for implementing formative competency-building tools in future studies. By doing so, larger-scale and successful implementation of Competency-Based Medical Education (CBME) could be achieved in various contexts. This approach can potentially enhance teaching and learning encounters, promote competency development, and improve the overall educational experience for surgical trainees and trainers.

Incorporating ABC in physiology education: Active learning, blended learning and curricular changes.

Physiology is of central importance in medicine. Teaching the complex physiological frameworks to the current generation of students with the implementation of competency-based medical education (CBME) has become a challenging task. Development of digital technology in educational field during Covid-19 pandemic has made medical educators modify their teaching learning strategies from traditional to blended mode. We offer tips to embrace the three major challenges namely, generational diversity with active learning strategies, technological growth with blended learning, and strategies to implement curricular changes in physiology education. Adult learning principles involve active learning as a crux component. Various simple active teaching strategies that can be adapted for large and small group teaching are highlighted. Blended learning is characterized by self-paced learning, and face-to-face training sessions with online collaborative learning. Simple ways to incorporate the blended mode of teaching strategies with the use of virtual platforms and learning management system (LMS) are described. Further, we discuss the nuances that help to adapt the various curriculum changes brought about by the implementation of CBME. Teaching physiology is an ever-challenging task. With an appropriate mindset, medical educators can turn these challenges into opportunities and make teaching learning a better experience.

Perception of Faculty Regarding Competency-based Medical Education: A Qualitative Study from Mizoram, India

Introduction: Competency-based Medical Education (CBME) has been implemented in India for undergraduate medical students since 2019. Understanding faculty perceptions regarding CBME will help identify barriers and suggestions for its better implementation. However, there have been limited studies conducted on this aspect in Northeast India. Aim: To examine the perception of teaching faculties at Zoram Medical College in Mizoram, India, regarding CBME. Additionally, it aims to identify barriers and suggestions for the improved implementation of CBME in the medical college through Focus Group Discussions (FGDs). Materials and Methods: A qualitative study was conducted at Department of Community Medicine, Zoram Medical College, Falkawn, Mizoram, India, involving FGDs with teaching faculties from May 2021 to April 2022. A total of 11 main FGDs were conducted with 36 faculty members. Each FGD involved a minimum of three participants and a maximum of six participants. The FGDs were recorded using mobile phones, and the audio recordings were transcribed verbatim. Themes were identified and entered into an Excel sheet for analysis. Statistical analysis was performed using the Chi-square test/Fisher’s-exact test. Results: The study included faculty members with a mean age of 41.06±7.24 years (range: 31 to 69). The majority of the study population (58.33%) were females, and 20 (55.56%) were Assistant Professors. Small group teaching was reported to be followed by 29 (80.56%) participants, while 32 (88.89%) followed both summative and formative assessment. All faculty members (100%) expressed the need for refresher courses for those who have already undergone training programs. Awareness regarding changes in marks allotment was only 69.44%. The major challenges reported included a shortage of faculty (50%), difficulties in implementing integration (36.1%), competency-related challenges (30.5%), and infrastructurerelated challenges (19.4%). Suggestions for improvement included increasing the number of faculties (97.2%), providing more training and workshops (52.7%), and ensuring uniformity in implementation by the National Medical Council (NMC) (36.1%). Conclusion: The faculty members perceived that CBME can be effectively implemented by increasing the number of faculties, providing frequent training, and ensuring uniformity in implementation across all medical colleges in India.

Competency-Based Medical Curriculum: A Resurgent Paradigm for Medical and Dental Graduates

Present society is characterized by its growing complexity, dynamics and knowledge intensity, which requires professionals who are able to face new situations and problems confidently and expertly. Education faces the problem that knowledge acquisition does not necessarily mean the successful application of the same knowledge. In case of academic professionals, they should possess a broad and profound domain-specific knowledge and skills, the capability to acquire knowledge expeditiously and know-how where and when needed. Learning in a professional context has, therefore, become more important and general academic education is becoming more professional oriented. Medical education is changing to meet the demands of ever evolving health care system. One of these changes is the development and implementation of competency-based medical education (CBME). Competency-based learning and training is an approach to teaching and learning more often used in learning concrete skills than abstract learning. It differs from other non-related approaches in that the unit of learning is extremely fine-grained. Rather than a course or a module, every individual skill or learning outcome (known as a competency) is one single unit. Learners work on one competency at a time, which is likely a small component of a larger learning goal. The student is evaluated on the individual competency and can only move on to other competencies after they have mastered the current skill being learned. After that, higher or more complex competencies are learned to a degree of mastery and are isolated from other topics. Another common component of competency-based learning is the ability to skip learning modules entirely if the learner can demonstrate mastery. This can be determined through prior learning assessment or formative testing. This article pertaining to the discipline of medical education gives a broad overview and elaborates on this emerging competency based medical education approach and its related concepts.

Insights From the Transition to Competency-Based Medical Education in Neurology Programs.

Canadian neurology residency programs recently transitioned to Competency-Based Medical Education (CBME). Iterative evaluation is required to optimize CBME implementation. This study aimed to examine the variability and challenges in uptake of CBME in neurology residency programs and identify its benefits and pitfalls. Neurology residents and faculty participated in respective anonymous surveys. Common barriers to uptake were identified from both perspectives. Orientation to CBME was adequate, but workload was increased and contributed to burnout for faculty and residents. It is premature to draw conclusions regarding benefits of CBME. Future research considerations include standardization of entrustment scales and reduction of stakeholder burden.

Competence committees decision-making; an interplay of data, group orientation, and intangible impressions

BackgroundThe implementation of competency-based medical education and utilization of competence committees (CC) represents a paradigm shift in residency education. This qualitative study aimed to explore the methods used by two operational CC and their members to make decisions about progression and competence of their residents.MethodsAn instrumental case study methodology was used to study the CC of two postgraduate training programs. Transcripts from observed CC meetings, member interviews, and guiding documents were analyzed using a constructivist grounded theory approach to reveal themes explaining the decision-making process.ResultsOur study found that the CC followed a process that began within a social decision schema model and evolved to a discussion that invoked social influence theory, shared mental models, and social judgment scheme to clarify the points of contention. We identified that the CC decision-making was at risk of bias, primarily influenced by the group composition, the group orientation and individual members’ mindset, as well as their personal experiences with the trainees.ConclusionsIncreased awareness of the sources of bias in CC functioning and familiarity with the CC role in competency-based medical education would enable committees to provide valuable feedback to all trainees regardless of their trajectory.

Competency-based medical education: The spark to ignite healthcare’s escape fire

High-value care is what patients deserve and what healthcare professionals should deliver. However, it is not what happens much of the time. Quality improvement master Dr. Don Berwick argued more than two decades ago that American healthcare needs an escape fire, which is a new way of seeing and acting in a crisis situation. While coined in the U.S. context, the analogy applies in other Western healthcare contexts as well. Therefore, in this paper, the authors revisit Berwick’s analogy, arguing that medical education can, and should, provide the spark for such an escape fire across the globe. They assert that medical education can achieve this by fully embracing competency-based medical education (CBME) as a way to place medicine’s focus on the patient. CBME targets training outcomes that prepare graduates to optimize patient care. The authors use the escape fire analogy to argue that medical educators must drop long-held approaches and tools; treat CBME implementation as an adaptive challenge rather than a technical fix; demand genuine, rich discussions and engagement about the path forward; and, above all, center the patient in all they do.

Peering Into the Future: A First Look at the CBME Transition to Practice Stage in Diagnostic Radiology

Queen's University (Kingston, ON, Canada) adopted a competency-based medical education (CBME) curriculum for Diagnostic Radiology residency training in an accelerated manner in 2017, with the curriculum comprised of four stages of training. This article focuses on the final stage (Transition to Practice), during which assessment methods of the new national curriculum (implemented in July 2022) were piloted. This study aims to highlight the challenges and opportunities associated with the implementation of CBME in Diagnostic Radiology training and specific considerations for programs undergoing this curricular transition. Ethics approval was provided by the affiliated hospital Research Ethics Board. All relevant electronic assessments pertaining to all trainees who had completed the Transition to Practice stage (n=3) were collated, deidentified, analyzed, and presented in tabulated format. A total of 39 evaluations completed by 13 assessors were assessed, with an average time of 3minutes and 6seconds to complete an assessment form. Also, 95% of evaluations were rated as entrustments. However, no residents met the minimum number of required entrustments for all five stage-specific Entrustable Professional Activities. These 39 evaluations included 219 milestone rating scores, with 86% rated as "achieved." Following review by the residency program Competence Committee, all three residents were promoted from the Transition to Practice stage. Challenges in CBME implementation include the number and quality of resident assessments. Strategies for success may include providing clear guidelines and training for both faculty and residents, early identification and intervention, and adopting a holistic evaluation strategy. CBME has the potential to enhance medical education quality by emphasizing learner progress toward competency and providing personalized feedback and support.

International Trends: Application and Latest Developments of Competency-Based Medical Education (CBME)

<p>當代勝任能力導向醫學教育(competency-based medical education, CBME)以可信賴專業活動(entrustable professional activities, EPAs)及里程碑(milestones)為兩項主要推動項目。描述專業工作的EPAs不僅能與描述個人能力的里程碑相輔相成，近年來因其可操作性高，成為國際CBME推動上的關鍵項目。Elaine Van Melle等人提出的CBME核心組成架構，包括成效能力、序列性進展、量身打造的學習經驗、聚焦於能力的指導、計畫性評估5項，可作為落實CBME的參考。在EPAs運用上，需有完整的八大描述項目，選定合適的信賴等級量尺，善用以信賴授權為導向的討論(entrustment-based discussion, EBD)等方式來評估，並參考A-RICH框架(Agency, Reliability, Integrity, Capability, Humility)來進行信賴授權決策。CBME可縱向延伸，自專科住院醫師訓練往醫學生及PGY階段發展，也能整合科技應用進行評估。在不久的將來，時間可變訓練計畫(time-variable training programs)極有可能成真，並會是CBME全面落實的指標。</p> <p> </p><p>The contemporary competency-based medical education (CBME) focuses on individuals’ entrustable professional activities (EPAs) and milestones. The EPAs that describe professional work complement the milestones that describe individual competencies. In recent years, EPAs have become a key component in international CBME due to their high operability. Elaine Van Melle et al. proposed five core components of CBME: outcome competencies, sequenced progression, tailored learning experiences, competency-focused instruction, and programmatic assessment. This core components framework could facilitate the implementation of CBME. EPAs should be written using eight descriptive items, an appropriate entrustment scale, and assessment methods such as entrustment-based discussion; the A-RICH (Agency, Reliability, Integrity, Capability, Humility) framework should be employed to aid entrustment decision making. CBME may be extended vertically from resident doctor training to medical student training and postgraduate year training. Technologies may also be incorporated for assessment in CBME. In the near future, time-variable training programs are likely to be realized and will be an indicator for the full-scale implementation of CBME.</p> <p> </p>

The Assessment Burden in Competency-Based Medical Education: How Programs Are Adapting.

Residents and faculty have described a burden of assessment related to the implementation of competency-based medical education (CBME), which may undermine its benefits. Although this concerning signal has been identified, little has been done to identify adaptations to address this problem. Grounded in an analysis of an early Canadian pan-institutional CBME adopter's experience, this article describes postgraduate programs' adaptations related to the challenges of assessment in CBME. From June 2019-September 2022, 8 residency programs underwent a standardized Rapid Evaluation guided by the Core Components Framework (CCF). Sixty interviews and 18 focus groups were held with invested partners. Transcripts were analyzed abductively using CCF, and ideal implementation was compared with enacted implementation. These findings were then shared back with program leaders, adaptations were subsequently developed, and technical reports were generated for each program. Researchers reviewed the technical reports to identify themes related to the burden of assessment with a subsequent focus on identifying adaptations across programs. Three themes were identified: (1) disparate mental models of assessment processes in CBME, (2) challenges in workplace-based assessment processes, and (3) challenges in performance review and decision making. Theme 1 included entrustment interpretation and lack of shared mindset for performance standards. Adaptations included revising entrustment scales, faculty development, and formalizing resident membership. Theme 2 involved direct observation, timeliness of assessment completion, and feedback quality. Adaptations included alternative assessment strategies beyond entrustable professional activity forms and proactive assessment planning. Theme 3 related to resident data monitoring and competence committee decision making. Adaptations included adding resident representatives to the competence committee and assessment platform enhancements. These adaptations represent responses to the concerning signal of significant burden of assessment within CBME being experienced broadly. The authors hope other programs may learn from their institution's experience and navigate the CBME-related assessment burden their invested partners may be facing.

Exploring stakeholder perspectives regarding the implementation of competency-based medical education: a qualitative descriptive study.

Competency-based medical education (CBME) offers perceived advantages and benefits for postgraduate medical education (PGME) and the training of competent physicians. The purpose of our study was to gain insights from those involved in implementing CBME in two residency programs to inform ongoing implementation practices. We conducted a qualitative descriptive study to explore the perspectives of multiple stakeholders involved in the implementation of CBME in two residency programs (the first cohort) to launch the Royal College's Competence by Design model at one Canadian university. Semi-structured interviews were conducted with 17 participants across six stakeholder groups including residents, department chairs, program directors, faculty, medical educators, and program administrators. Data collection and analysis were iterative and reflexive to enhance the authenticity of the results. The participants' perspectives organized around three key themes including: a) contextualizing curriculum and assessment practices with educational goals of CBME, b) coordinating new administrative requirements to support implementation, and c) adaptability toward a competency-based program structure, each with sub-themes. By eliciting the perspectives of different stakeholder groups who experienced the implementation processes, we developed a common understanding regarding facilitators and challenges for program directors, program administrators and educational leaders across PGME. Results from our study contribute to the scholarly conversation regarding the key aspects related to CBME implementation and serve to inform its ongoing development and application in various educational contexts.

Deep Learning Model for Automated Trainee Assessment During High-Fidelity Simulation.

Implementation of competency-based medical education has necessitated more frequent trainee assessments. Use of simulation as an assessment tool is limited by access to trained examiners, cost, and concerns with interrater reliability. Developing an automated tool for pass/fail assessment of trainees in simulation could improve accessibility and quality assurance of assessments. This study aimed to develop an automated assessment model using deep learning techniques to assess performance of anesthesiology trainees in a simulated critical event. The authors retrospectively analyzed anaphylaxis simulation videos to train and validate a deep learning model. They used an anaphylactic shock simulation video database from an established simulation curriculum, integrating a convenience sample of 52 usable videos. The core part of the model, developed between July 2019 and July 2020, is a bidirectional transformer encoder. The main outcome was the F1 score, accuracy, recall, and precision of the automated assessment model in analyzing pass/fail of trainees in simulation videos. Five models were developed and evaluated. The strongest model was model 1 with an accuracy of 71% and an F1 score of 0.68. The authors demonstrated the feasibility of developing a deep learning model from a simulation database that can be used for automated assessment of medical trainees in a simulated anaphylaxis scenario. The important next steps are to (1) integrate a larger simulation dataset to improve the accuracy of the model; (2) assess the accuracy of the model on alternative anaphylaxis simulations, additional medical disciplines, and alternative medical education evaluation modalities; and (3) gather feedback from education leadership and clinician educators surrounding the perceived strengths and weaknesses of deep learning models for simulation assessment. Overall, this novel approach for performance prediction has broad implications in medical education and assessment.

Residents as Medical Coaches

With the recent implementation of Competency-based Medical Education (CBME) and emphasis on direct observation of learners, there is an increased interest in the concept of clinical coaching. While there is considerable literature on the role of attending physicians as coaches, little data is available on the role of residents as coaches, and residents' perceptions about effective coaching. We aimed to identify distinct characteristics of residents' coaching, to examine residents' perceptions on what they valued most in clinical coaches, and to explore trainees' ideas about how to optimize this role. We performed an exploratory qualitative study, using 45 minutes semi-structured interviews. We did a thematic analysis of the interview transcripts using both inductive and deductive coding. We invited and interviewed 5 surgical and 5 nonsurgical residents, and 3 surgical and 3 nonsurgical attending staff. Residents were recruited from all post graduate levels and from a variety of programs. Our study was done in a large tertiary teaching hospital. Residents perceived that they have a significant role as coaches for junior learners, different from the attending's role. The proximity between the coach and the coaches leads to a different supervisor-learner rapport. This was of benefit as learners described feeling more comfortable making mistakes and seeking feedback, which potentiates effective coaching. Residents reported feeling that it was easier to coach their recently-acquired skills as the subtleties of the tasks and the troubleshooting were fresher in memory. Residents expressed appreciating a coach who values autonomy and does not intervene except when patient safety is at risk. Strategies identified to further optimize residents' role as coaches include placing coaching as a priority, ensuring dedicated time, and offering teaching sessions on coaching. Residents have distinct roles as coaches, driven by their recent experience being coached and as near peers. More research is needed to evaluate concrete measures to optimize residents' role as coaches and to improve their coaching skills.

Lessons learned and new strategies for success: Evaluating the Implementation of Competency-Based Medical Education in Queen's Pediatrics.

In 2017, Queen's University launched Competency-Based Medical Education (CBME) across 29 programs simultaneously. Two years post-implementation, we asked key stakeholders (faculty, residents, and program leaders) within the Pediatrics program for their perspectives on and experiences with CBME so far. Program leadership explicitly described the intended outcomes of implementing CBME. Focus groups and interviews were conducted with all stakeholders to describe the enacted implementation. The intended versus enacted implementations were compared to provide insight into needed adaptations for program improvement. Overall, stakeholders saw value in the concept of CBME. Residents felt they received more specific feedback and monthly Competence Committee (CC) meetings and Academic Advisors were helpful. Conversely, all stakeholders noted the increased expectations had led to a feeling of assessment fatigue. Faculty noted that direct observation and not knowing a resident's previous performance information was challenging. Residents wanted to see faculty initiate assessments and improved transparency around progress and promotion decisions. The results provided insight into how well the intended outcomes had been achieved as well as areas for improvement. Proposed adaptations included a need for increased direct observation and exploration of faculty accessing residents' previous performance information. Education was provided on the performance expectations of residents and how progress and promotion decisions are made. As well, "flex blocks" were created to help residents customize their training experience to meet their learning needs. The results of this study can be used to inform and guide implementation and adaptations in other programs and institutions.

Competency-Based Medical Education for Indian Undergraduates: Where do we Stand?

Abstract The traditional system of medical education was a structure and process-based system with limited assessment of application of knowledge, skills, and attitudes. Decades after the World Health Organization gave preliminary guidelines on Competency-based medical education (CBME) in 1978, countries around the world are still taking to the newer medical education systems. In India, CBME replaced traditional system of medical education in 2019 while the National Medical Council replaced Medical Council of India in 2020. The annual intake of medical undergraduates has reached an all-time high of one lakh students per year in India and our medical education system is taking baby steps toward CBME. The implementation of CBME poses different hurdles for medical educators as well as medical students. Medical educators are yet to develop confidence in the newer teaching learning methods (e.g., Small Group Teaching, Role-play, Peer group learning etc.), along with the array of newer assessment methods. There in lies an immense and urgent need of training medical educators with continued hand holding along with adapting newer teaching learning methods to the students of generation Z who are tech-savvy but anxious and indulged yet stressed. This review has tried to articulate the current situation of CBME in the world and in India, acceptance of CBME by faculty and students and the way forward for India’s medical education system.

PERCEPTIONS ABOUT COMPETENCY-BASED MEDICAL EDUCATION IN POSTGRADUATE CURRICULUM AMONG POSTGRADUATES OF A GOVERNMENT MEDICAL COLLEGE, KAKINADA, ANDHRA PRADESH

Competency-based Medical Education (CBME) has been introduced in Indian medical education by the Medical Council of India (MCI) in 2019, for both Undergraduate (UG) and Postgraduate (PG) curricula. CBME curriculum is more learner-friendly and patient-oriented and enables students to acquire desired skills and competencies required to meet the health needs of society. This study is done with the objective to know the perceptions of postgraduates on the implementation of the CBME PG curriculum. Materials and Methods: A cross-sectional observational study was conducted in November 2022 among 105 postgraduates of a Government Medical College. Permissions required were taken and data was collected using a semi-structured questionnaire with basic information and a Structured Feedback Questionnaire (SFQ) for CBME PG curriculum containing curriculum, assessment, support, and perception components. Data was entered and analysed in MS Excel, 2016 using descriptive statistics. Results: Preliminary analysis suggests that nearly 45% of the postgraduates have heard about CBME in PG curriculum, and nearly 80% of them had an academic schedule but a majority of them were not competency-based. 100% responded that adequate opportunities were available for self-directed learning and 90.5% responded that faculty helped them in research activities. 79% agreed that internal assessment schedule in advance enabled them to prepare well and, having a good team to work with (86.7%) was of major support. Conclusion: Implementation of CBME in PG curriculum requires attention and focused effort

A CROSS-SECTIONAL STUDY TO ASSESS THE PERCEPTION AND CHALLENGES FACED BY THE FACULTY OF COMMUNITY MEDICINE IN THE IMPLEMENTATION OF COMPETENCY-BASED MEDICAL EDUCATION FOR UNDERGRADUATE CURRICULUM, MAHARASHTRA.

Introduction: Competency-Based Medical Education (CBME) is a modern approach to medical education that is being adopted in medical colleges throughout India. The emphasis on outcome-based teaching, learning, and evaluation techniques has brought about a substantial change in the role of the teacher. In the framework of CBME, faculty development is crucial. The new CBME's implementation will be successful if faculty perceptions are factored into the equation, and problems are addressed. Aim & objectives: To assess the perceptions of the Community Medicine faculty and the challenges they encounter in implementing Competency-Based Medical Education for undergraduate curriculum. Methods: A cross-sectional study was carried out among Community Medicine faculty from all medical colleges of Mumbai between September and November 2022. Faculties were interviewed in person using a pre-tested semi-structured questionnaire on CBME and non-probability volunteer's opt-in sampling technique was adopted. Responses were entered and analyzed in Microsoft Excel. Results: 56 faculties responded to the questionnaire, majority have undergone at least one faculty development program mandatory for CBME implementation. The majority of the faculty accepted skill training and small group discussion as a useful approach for teaching & learning. Many supported the implementation of family adoption program. Major challenges perceived were lack of uniformity in assessment, interdepartmental cooperation, lack of resources and insufcient training to implement the CBME curriculum. Conclusion: The faculty's perception of the various CBME elements and facets varied greatly, and they were broadly supportive of CBME enforcement. Yet, there are important obstacles in the form of resources and adequate faculty training that need to be addressed by the Medical Education Unit (MEU).

Exploring Perceptions of Competency-Based Medical Education in Undergraduate Medical Students and Faculty: A Program Evaluation.

There is limited work exploring competency-based medical education (CBME) in undergraduate medical education. We aimed to assess medical students' and faculty's perception of CBME in the undergraduate medicine setting after its implementation at our institution through a Content, Input, Process, Product (CIPP) program evaluation model. We explored the rationale for the transition to a CBME curriculum (Content), the changes to the curriculum and the teams involved in the transition (Input), medical students' and faculty's perception of the current CBME curriculum (Process), and benefits and challenges of implementing undergraduate CBME (Product). A cross-sectional online survey was delivered over 8-weeks in October 2021 to medical students and faculty as part of the Process and Product evaluation. Medical students displayed greater optimism towards CBME, compared to faculty, in terms of its role in medical education (p<0.05). Faculty were less certain about how CBME was currently implemented (p<0.05), as well as how feedback to students should be delivered (p<0.05). Students and faculty agreed on perceived benefits to CBME implementation. Faculty time commitment to teaching and logistical concerns were reported as perceived challenges. Education leaders must prioritize faculty engagement and continued professional development of faculty to facilitate the transition. This program evaluation identified strategies to aid the transition to CBME in the undergraduate setting.