An audit of competency based medical education for Indian medical graduates: a facilitators' perspective
DOI:
https://doi.org/10.18203/2320-1770.ijrcog20261618Keywords:
Competency-based medical education, Indian medical graduate, Faculty perception, Medical education auditAbstract
Background: The implementation of competency-based medical education (CBME) in India represents a transformative shift in undergraduate medical training, aiming to align graduate competencies with societal health-care needs. While the framework is conceptually robust, its success depends largely on faculty engagement and institutional readiness. Objectives were to explore faculty perceptions regarding the implementation of CBME, identify perceived strengths and operational challenges, and highlight areas requiring institutional support for sustainable delivery.
Methods: A cross-sectional, questionnaire-based pilot audit was conducted among undergraduate medical faculty involved in CBME delivery. A structured tool incorporating Likert-scale items and open-ended questions was used. Quantitative data were analyzed descriptively, while qualitative responses underwent thematic analysis.
Results: Thirty-three faculty members participated. Most respondents acknowledged CBME as educationally superior to the traditional curriculum and better aligned with competency attainment. However, substantial challenges were reported, including inadequate faculty strength, excessive documentation workload, time-intensive competency mapping, and uneven faculty sensitization.
Conclusions: Although CBME is well accepted in principle, significant structural and operational barriers limit its effective implementation. Addressing faculty workload, manpower shortages, and training gaps is essential to ensure fidelity to CBME objectives.
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