Navigating Through the Newer Components of the Indian Competency Based Medical Education

Abstract

Background: The one thought that has taken precedence over the conscious cognition of the cerebral cortex of Indian medical educators is how to implement the Competency Based Medical Education (CBME) program. A revolution that has occurred after 21 odd years, indeed should captivate the change leaders of health professions education. COVID -19 pandemic has posed on medical educators, who enthusiastically implemented the CBME curriculum from 2019 in India, an uphill struggle to understand, apply and eradicate the challenges in effectively implementing the newer elements of the CBME curriculum. A number of newer elements namely Foundation course, Early Clinical Exposure, Electives, Integration, and Learner Doctor Method of clinical clerkship, have been introduced into the new undergraduate medical curriculum. Health professions educators in India, being beginners in implementing these newer elements of the revolutionary 2019 CBME curriculum, it is pertinent to answer the queries that tickle the minds on how to implement and address the anticipated challenges and where to look for solutions. Aims: The authors aim to address some of these queries by giving ready to use templates, guided stepwise breakup of implementation, experience based solutions to the challenges, for various newer elements. They elaborate upon the opportunities of a positive change that medical education in India so direly needs. Conclusion: The stumbling blocks in implementing such a dynamic and thoroughgoing program needs the due contemplation to navigate successfully as directed by the National Medical Commission or erstwhile Medical Council of India. Keywords: Foundation course, Electives, Integration, Early clinical exposure, Clinical clerkship