Journal of Krishna Institute of Medical Sciences University (Jan 2024)
Strength weakness opportunities challenge analysis of implementing competencybased medical education curriculum: Perspectives from anatomy specialty
Abstract
Background: Delivery of quality healthcare to meet societal needs begins with robust medical education training of health professionals. Implementation of Competency-based Medical Education (CBME) was one such step by the Medical Council of India (MCI) in sculpting an Indian Medical Graduate (IMG). India implemented the CBME from its 2019-2020 batch of medical undergraduates. Aim and objectives: This study was to understand and analyze the Strengths, Weaknesses, Opportunities, and Challenges (SWOC) involved in implementing CBME in the middle of the academic year in the Anatomy specialty. Material and Methods: A convenience sample of 95 anatomy faculty members was invited to participate in the study by email from the harvested list of emails from institutional websites. A Google form of a self-structured pre-validated questionnaire was used as the study tool. The perceptions regarding the CBME curriculum and its implementation were obtained. The SWOC of CBME implementation in the anatomy specialty were deduced by mixed method analysis. Results: By voluntary response sampling method, 42 faculty members responded. Initiating the faculty development programs and revising the curriculum were perceived as strengths. A weakness was a need for more understanding of the tools and materials, such as guidebooks and competencies framework. The responders thought that the CBME had provided opportunities for their professional development. Still, the deficiency of the workforce, the poor documentation, and the lack of inter-departmental coordination were voiced as the main challenges that needed to be addressed to implement CBME effectively. Conclusion: The faculty considered implementing the CBME as an avenue for learning and growth. An ethos of collaboration, resource augmentation, and support is required to ensure productive CBME implementation. There is a need for improved quality of training material. Inclusive capacity building and training of all faculty is essential to achieving the intended objectives of CBME implementation.
