Knowledge and Perception of Faculty towards Competency Based Medical Education: A Cross-sectional Study

Abstract

Introduction: Competency-Based Medical Education (CBME) is newly transformed education system in India to enhance five major qualities in doctors like, clinician, communicator, leader, life-long learner and professional. The CBME was launched in 2019 in all Medical Institution of India to uniform one’s knowledge, skills and a new domain Affection but this newly reformed system need hike in manpower, infrastructure, budget and technology which is a dilemmatic thought. Aim: To perceive the acceptance of the faculty participants about CBME system and also to explore various domains including the efficiency of training orientation/sensitisation, sufficiency of knowledge about CBME, infrastructure, manpower and finance required and strategies or implementation. Materials and Methods: This cross-sectional study was conducted in Government Medical College, Azamgarh, Uttar Pradesh, India, from January 2020 to July 2020. Total 60 participants were included in the study. The study used a validated set of questions about CBME. The assessed domains were competency definition, difference between traditional and new curriculum, merits and demerits of CBME, stages of competence and strategies to implement. Descriptive statistics were used to describe the data using Microsoft Excel. Results: Total 60 (39 trained+21 untrained faculty) were included in the study, with maximum 28 (46.67%) were aged between 30-40 years {males were 38 (63.33%) and 22 (36.67%) were females}. Total 37 faculties knows “what is competency”, 37 participants responded for difference between CBME and traditional Medical education, 22 participants responded for stages of competency, 22 responded on steps and strategy for its implementation, 38% answered on merits and demerit of current curriculum. Conclusion: The sufficiency of knowledge of CBME can be easily judged by proportion of responses of open ended questions which was not more than 50% faculty for all questions. Closed ended questions have suggested that infrastructure, manpower and finance are not up to mark to implement CBME.

Keywords

• curriculum implementation
• outcome based approach
• revised medical education programme