Journal of Education and Health Promotion

ORIGINAL ARTICLE
Year
: 2021  |  Volume : 10  |  Issue : 1  |  Page : 402-

Exploring faculty perspectives on competency-based medical education: A report from India


Rashmi Ramanathan1, Jeevithan Shanmugam2, Magadi Gopalakrishna Sridhar3, Kalaniti Palanisamy4, Seetharaman Narayanan2 
1 Department of Physiology, KMCH Institute of Health Sciences and Research, Coimbatore, Tamil Nadu, India
2 Department of Community Medicine, KMCH Institute of Health Sciences and Research, Coimbatore, Tamil Nadu, India
3 Department of Biochemistry, KMCH Institute of Health Sciences and Research, Coimbatore, Tamil Nadu, India
4 Department of General Medicine, KMCH Institute of Health Sciences and Research, Coimbatore, Tamil Nadu, India

Correspondence Address:
Dr. Jeevithan Shanmugam
Department of Community Medicine, KMCH Institute of Health Sciences and Research, Coimbatore, Tamil Nadu
India

INTRODUCTION: Medical education in India is experiencing a paradigm shift from traditional curriculum to competency-based medical education (CBME). It de-emphasizes time-based training and promises greater accountability, flexibility, and learner centeredness. Faculty development is integral in the context of CBME. Considering faculty perceptions toward the new CBME and addressing the difficulties will play a vital role in successful implementation. MATERIALS AND METHODS: A cross-sectional study was carried out among 297 teaching faculty in 91 medical colleges across 20 states all over India between February and July 2020. A structured validated questionnaire on CBME was used to collect the responses through Google forms and was exported and analyzed in Microsoft Excel. RESULTS: More than 80% opined that Faculty members in departments are not adequate for successful CBME implementation. Reflective learning, early clinical exposure, and elective posting were accepted by 60.2%, 70.4%, and 45.5% of the faculty, respectively. Around 81.8% welcomed horizontal integration, whereas only 54.2% favored vertical integration during the Phase I MBBS. CONCLUSION: Few reforms such as curtailing the duration of foundation course, sensitization of all medical teachers through faculty development programs, better synchronized vertical integration, increasing the strength of faculty in each department, and adequate infrastructure for skills laboratory can be undertaken as per faculty suggestions.


How to cite this article:
Ramanathan R, Shanmugam J, Sridhar MG, Palanisamy K, Narayanan S. Exploring faculty perspectives on competency-based medical education: A report from India.J Edu Health Promot 2021;10:402-402


How to cite this URL:
Ramanathan R, Shanmugam J, Sridhar MG, Palanisamy K, Narayanan S. Exploring faculty perspectives on competency-based medical education: A report from India. J Edu Health Promot [serial online] 2021 [cited 2021 Dec 4 ];10:402-402
Available from: https://www.jehp.net/article.asp?issn=2277-9531;year=2021;volume=10;issue=1;spage=402;epage=402;aulast=Ramanathan;type=0