Faculty experience during transition to new Competency Based Medical Education Curriculum” – A nationwide survey from India

Abstract

Background: CBME was introduced in 2019 for medical students with various new teaching learning methods and assessment of competencies using skill certifications, formative and summative assessments. However, imparting knowledge and skills could be challenging with current curriculum due to various factors. Objective: This study was undertaken to understand the progress and various current challenges faced by faculty for appropriate implementation of CBME curriculum. Materials and Methods: A cross sectional study was conducted among teaching faculty from various medical colleges across India. A structured questionnaire was prepared considering various parameters that have been implemented as a part of CBME curriculum. The questionnaire was uploaded as Google forms and the link was sent to medical teachers through electronic platforms. Data was analysed using descriptive and inferential statistics. Results: A total of 165 responses collected from teaching faculties from various medical colleges. 82% of the faculty had undergone FDP programme. 53% of faculty responded that allotted time was sufficient to complete the syllabus, 60% of the teachers felt that there were enough resources for skill certification and CBL was accepted as a more useful learning tool for students by 78% of the faculty followed by SGD (56%), SDL (55%) & AETCOM (55%). Conclusion: Even though faculty supported CBME, regular and frequent FDP, improving student to staff ration and ensuring sufficient resources will help in overcoming the lacunae for successful and uniform nationwide implementation of curriculum.

Keywords

• implementation faculty development programme
• competency based medical education teaching learning methods
• certification