Aug 2026· Journal of Community Medicine and Public Health Research· 0 citations
TL;DR
Although faculty perceptions toward CBME were largely positive, its successful implementation requires focused faculty development, adequate human and infrastructural resources, structured student orientation, and standardized implementation strategies across medical colleges.
Abstract
Medical education in India is undergoing a transition with the introduction of Competency-Based Medical Education (CBME) by the National Medical Commission. CBME represents a shift toward outcome-oriented, learner-centered training that aims to produce competent Indian Medical Graduates (IMGs) through structured competencies, formative assessment, and continuous feedback. Despite its potential benefits, implementation across medical institutions has encountered several challenges. To explore medical faculty perceptions regarding CBME and to identify key challenges encountered during its implementation. A qualitative study was conducted over two months (June–July 2024) among first-phase faculty members involved in implementing the CBME curriculum at a medical college. In-depth interviews were conducted with 12 faculty members after obtaining informed consent. Data were analyzed using thematic analysis of open-ended interviews. Faculty perceived CBME as a positive reform that enhances skill development, encourages learner-centered teaching, and improves students' early clinical exposure and clinical preparedness. However, significant challenges were identified, including inadequate faculty strength, insufficient training, limited infrastructure and logistical support, time constraints due to fixed schedules, and a lack of uniformity in assessment and implementation across institutions. Although faculty perceptions toward CBME were largely positive, its successful implementation requires focused faculty development, adequate human and infrastructural resources, structured student orientation, and standardized implementation strategies across medical colleges.
Abstract Background The rapid advancement of digital technologies has transformed healthcare delivery, creating an imperative for medical education to integrate digital health (DH) competencies into undergraduate training. Despite growing recognition of its importance, progress in embedding DH literacy within formal medical curricula has been uneven and slow. Objective This study examined DH education within an undergraduate medical programme by integrating faculty and student perspectives to identify curriculum development needs and inform evidence-based educational strategies. Design A mixed-methods study was conducted at a Singapore medical school offering a 5-year undergraduate curriculum. Semi-structured interviews were conducted with four faculty members as DH content experts, exploring curriculum design, pedagogical strategies, and competency expectations. A 24-item survey assessing knowledge, attitudes, and usage of DH tools was administered to students across pre-clinical and clinical training, with 131 responses from 848 eligible participants. Qualitative data were analysed using grounded theory-based thematic analysis, whilst survey data were analysed using descriptive statistics. Results Faculty interviews identified three key themes: curriculum gaps requiring more practical and clinically-oriented DH teaching, structural barriers including time constraints and rapid technological change, and complex stakeholder ecosystem influencing curriculum development. Student survey results revealed a persistent theory-practice gap across DH domains. Students reported high self-perceived knowledge in DH applications and artificial intelligence (AI) but consistently lower confidence in practical application, particularly in electronic health records (EHR) and telemedicine. Clinical students paradoxically rated their EHR knowledge lowest despite greater clinical exposure. Students expressed strong interest in programming, data analytics, and hands-on AI, favouring applied DH skills with direct clinical relevance. Conclusions Medical curricula struggle to translate DH conceptual knowledge into practice, reconcile divergent competency expectations between students and faculty, and remain current amid rapid technological change. Tiered competency models, coupled with experiential learning approaches and continuous faculty development, represent a promising strategy for preparing future physicians for digitally enhanced healthcare delivery. Clinical trial number Not applicable.
Saumya Bajaj, Eng Chun David Goh, Y. Ng et al.· Medical Education Online· 0 citations
Background:The Family Adoption Program (FAP) is a vital component of the Competency-Based Medical Education (CBME) curriculum introduced by the National Medical Commission (NMC) of India. The program aims to sensitize medical students to community health needs, enhance communication skills, and develop empathy by fostering direct interactions with families. However, the program also poses distinct challenges for the students.Objective:To find out the perceptions of undergraduate medical students regarding the Family Adoption Program and identify the challenges they face during its implementation.Methodology:A cross-sectional study was conducted among 135 undergraduate medical students in Sree Mookambika Institute of Medical Sciences, who participated in the FamilyAdoption Program. Data were collected using pretested-questionnaire distributed via Google Forms. After one week again a questionnaire was shared to the students to find out their overall impression regarding the family adoption program based on their reflections. Students who belonged to batches of 2022 and 2023 were included. Feedback on perceptions, communication, and challenges was analyzed.Results:Out of 135, 92.6% knows the Aim and Goals of Family Adoption Program. 79.3% knows the learning domainsof Family Adoption Program. 56.3% faces challenges during first visit among that 55.3% is due to difficulty in developing rapport. Students effectively communicated the purpose of their visits to families, with 77% reporting positive cooperation. However,67.4% identified reluctance on the part of the families to share their health information as a barrier to data collection. Other significant challenges included lack of clinical knowledge and unavailability of family at the time of subsequent visits. Conclusion:Most students acknowledged that the program enhanced their communication skills and understanding of community health issues. Addressing implementation challenges, such as improved clinical skills of students, better community engagement, and revised program timings can further enhance its effectiveness and impact.
Dr.Parvana S Vinod, Dr.Jayasree C S, Dr.Vishnu G Ashok· Asian Journal of Medical Res...· 0 citations
Background: Competency-based medical education (CBME) highlights the importance of communication, ethics, and professionalism in clinical practice. Obtaining informed consent is a key skill that reflects these competencies. However, assessment of informed consent during Objective Structured Clinical Examinations (OSCEs) often relies on checklist-based methods, which may not adequately capture the quality of communication or ethical reasoning. This study aimed to develop and evaluate a rubric-based OSCE approach to assess informed consent competency among undergraduate medical students.Materials and Methods: A quasi-experimental educational intervention was conducted among 120 Phase III MBBS students. A structured analytic rubric aligned with CBME competencies was developed and refined using a two-round Delphi process involving experienced faculty members. Faculty were oriented through calibration sessions prior to implementation. The same cohort of students was assessed in both pre-and post-intervention phases under comparable conditions. Student performance was analyzed using paired t-tests, inter-rater reliability using Intraclass Correlation Coefficient (ICC, two-way random effects), and stakeholder perceptions using Likert-scale surveys and thematic analysis.Results: Mean student scores improved from 58 ± 8.4 before implementation to 80 ± 6.9 after introduction of the rubric (p < 0.001). Inter-rater reliability demonstrated good agreement (ICC = 0.82). Most participants (78%) reported positive perceptions, highlighting improved clarity, fairness, and feedback quality.Conclusion: Rubric-based OSCE assessment provides a structuredand reliable method for evaluating informed consent competency. It supports more transparent assessment and facilitates meaningful feedback, thereby strengthening competency-based evaluation of communication and ethical skills. Further studies with comprehensive psychometric evaluation are recommended.
Gupta Richa, Khan Amir Maroof, Gupta Prashant et al.· Asian Journal of Medical Res...· 0 citations
Background: Competency-Based Medical Education (CBME) has transformed medical education by shifting the focus from time-based training to the progressive development of observable competencies. Within this framework, Entrustable Professional Activities (EPAs) have emerged as an effective strategy for translating competencies into authentic professional tasks that support learner assessment and progressive clinical autonomy. However, evidence regarding their implementation and educational impact remains fragmented. Objective: To analyze the scientific evidence on the use of Entrustable Professional Activities (EPAs) in Competency-Based Medical Education, highlighting their educational contributions, implementation challenges, and implications for contemporary medical education. Methods: An integrative literature review was conducted following the principles of Evidence-Based Practice. The review question was developed using the PICo framework. Searches were performed in PubMed/MEDLINE, Scopus, Web of Science, and ERIC for studies published between 2020 and 2026. Data were extracted using a standardized instrument, methodological quality was characterized according to the Joanna Briggs Institute Levels of Evidence, and findings were synthesized through interpretive thematic analysis. Results: The included studies demonstrated that EPAs have become a key framework for operationalizing CBME across undergraduate medical education, clerkships, residency training, and faculty development. EPAs strengthen performance-based assessment, clinical supervision, longitudinal feedback, and entrustment decisions related to learner progression. Nevertheless, successful implementation requires sustained faculty development, standardized assessment practices, curricular integration, and institutional support. Conclusions: EPAs represent a paradigm shift in medical education by aligning competency development with authentic clinical practice. Their integration into programmatic assessment, continuous feedback, and competency-based curricula can strengthen educational decision-making and support the preparation of competent, reflective physicians capable of meeting contemporary healthcare needs.
Rodolfo de Oliveira Medeiros, C. Galhardi, Viviane Canhizares Evangelista de Araújo et al.· Veredas do Direito· 0 citations
ABSTRACT Background The recent reform of the second cycle of medical education in France introduced competency-based medical education (CBME) with the incorporation of several pedagogical modalities into undergraduate training and assessment, including objective structured clinical examinations (OSCEs), simulation-based teaching (SBT), and clinical reasoning (CR) instruction throughout the academic year. While these tools are central to preparing competent practitioners, their effective implementation depends on adequately trained educators. We hypothesized that training would be insufficient, notably in the recently introduced pedagogical modalities. Methods We conducted a national, cross-sectional survey (June–September 2023) to assess the level and adequacy of training of board-certified physicians practicing in critical care and involved in undergraduate teaching. An anonymous online questionnaire collected demographic data, teaching frequency, training characteristics, perceived adequacy and usefulness of training, preparedness, and barriers. The responses were analyzed descriptively and comparatively. Results Among the 151 eligible respondents (72% male, median age 41 years, 70% working in teaching hospitals, and 44% holding an academic position), lectures remained the most common teaching modality despite CBME implementation. Only 60% of the respondents reported involvement in OSCEs. Teachers’ training rates across pedagogical modalities were low and heterogeneous: 32% for OSCEs, 30% for SBT, 29% for written assessment design, 24% for lectures, and 12% for CR. Training in the SBT was more often practical, longer in duration, and rated as more useful and adequate than training in other modalities. Overall, the respondents reported moderate preparedness and frequent teaching difficulties. Prior training was associated with higher perceived preparedness and fewer difficulties when teaching students. Lack of dedicated time was the most frequently reported barrier to training (69%). Conclusion This national survey revealed insufficient and heterogeneous training of intensivist educators in all pedagogical modalities of the undergraduate curriculum. Trainers report limited preparedness and frequent challenges. Standardized, accessible, and time-protected faculty development programs are urgently needed to support CBME education.
Bertrand Hermann, Jennifer Truchot, Alain Cariou et al.· Medical Education Online· 0 citations
Faculty development in medical education has become essential for strengthening the teaching capacity of health professionals worldwide. In low- and middle-income countries (LMICs) such as Myanmar, there remain challenges in adequately preparing educators to meet modern curricular demands. To address this, the University of Public Health (UPH), Myanmar, has conducted a structured Medical Educator Training Program since 2003. However, evidence of its effectiveness is limited. A convergent mixed-methods study was conducted among participants enrolled in the 2025 Medical Educator Training Program at the University of Public Health, Myanmar. Kirkpatrick’s Levels 1 (Reaction) and 2 (Learning) frameworks guided the evaluation. Quantitative data were collected using structured questionnaires, while qualitative data were obtained from participants’ reflective reports. Descriptive statistics and thematic analysis were employed. Participants reported high levels of satisfaction with the program and perceived improvements in educational knowledge, teaching skills, curriculum development, learner assessment, leadership, professionalism, communication, and educational research competencies. Qualitative findings revealed transformative changes in educational perspectives, enhanced reflective practice, strengthened professional identity, and increased confidence in educational leadership roles. The Medical Educator Training Program was effective in improving participants’ educational competencies and professional development. Continued investment in faculty development programs may contribute to strengthening medical education quality and health professions education capacity in Myanmar.
Y. Aung, Aung Kyaw, Khin Myint et al.· Higher Education Research· 0 citations
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