Impact of curriculum implementation support program workshop on faculty of a Medical College in Panipat district, Haryana, India

Abstract

Background: Medical education has changed significantly in the last decades. There is a need for a medical education workshop, that is, Curriculum Implementation Support Program (CISP) at every medical college for every faculty to sensitize medical teachers toward the new curriculum. India’s Medical Council (MCI) introduced competency-based medical education (CBME) in 2019. Further, it has been made mandatory the CISP training of the medical faculty. The CISP workshop provides academic support to faculty members for a smooth transition from the existing curriculum to the CBME curriculum. The study aimed to evaluate the impact of the CISP workshop on the participating faculty. Materials and Methods: Twenty-nine medical teachers from preclinical, paraclinical, medical and allied, and surgical and allied departments attended the workshop. The CISP-II workshop was a 2-day workshop mandated by the National Medical Commission (NMC). A prevalidated test comprising various components of CBME was administered to all participants before and after the workshop, and the test was then evaluated for gain in knowledge. At the end of each workshop day, all participants were provided a feedback form to fill out to assess different workshop sessions. At the end of the workshop, a focused group discussion (FGD) was conducted, and all participants’ reflections were obtained. Results: Significant increases in the knowledge (P < 0.01) of the participants were observed through pre- and posttest analyses. All participants thought that workshop comprised interactive lectures as well as practical training. Approximately 90% of participants (n = 26) felt the seminar was informative, beneficial, interactive, and punctual; 76% of participants (n = 22) suggested that to avoid the repetition of the same concepts in several sessions, the duration of the session shall not be more than 60 min. Fifty-five percentage (n = 16) of participants felt it was challenging to implement the CBME curriculum. All the participants felt CISP training must be provided to all faculty members to implement the CBME curriculum effectively. Conclusion: Faculty members with CISP training can better implement the new curriculum with better knowledge and perception of CBME. Given this, MCI should increase the frequency of CISP workshops and include tutors and demonstrators as participants.

Keywords

• assessment method
• curriculum
• faculty development training
• medical education
• program evaluation
• teaching method