{"title":"Competency-based Medical Education: Perspectives from Students' Lens: A Cross-sectional Study among Undergraduate Medical Students.","authors":"Sayali Bhagat, Samarthya Dongre, Yamini Pusdekar","doi":"10.4103/aam.aam_139_24","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>This study assesses the perception and challenges faced by medical students in adapting to India's competency-based medical education (CBME) curriculum. The curriculum is gradually being accepted nationwide. Students and faculty are continuously trying to implement all components of CBME in their practical and theory classes.</p><p><strong>Objective: </strong>The research aims to provide insights into students' perceptions and challenges for the newly implemented CBME curriculum.</p><p><strong>Methodology: </strong>A cross-sectional study was conducted among MBBS students at our medical college from 2019 batch onward. A questionnaire was sent using Google Forms and 293 responses were recorded. Data analysis was done using MS Excel.</p><p><strong>Results: </strong>The distribution of students across batches showed that 2019 and 2020 batches were the largest cohorts, comprising 39% and 37% respectively, followed by 2022 (14%) and 2021 (10%). The majority recognized the importance and achievement of the foundation course (73.4% and 75.5%, respectively). Attitude, Ethics, and Communication (AETCOM) was deemed necessary (79.8%) and contributed to doctor-patient relationships (43%). Early clinical exposure (ECE) was valued for interest and learning (87.3%), and practical technique like Objective Structured Clinical Examination was favored (83.9%). Challenges included time constraints for theory papers, finishing logbooks, limited self-study time, mental burnout, and coping with numerous competencies. ECE and integrated teaching were seen as pivotal for academic success, whereas AETCOM was acknowledged for its academic contribution.</p>","PeriodicalId":7938,"journal":{"name":"Annals of African Medicine","volume":" ","pages":""},"PeriodicalIF":0.6000,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Annals of African Medicine","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4103/aam.aam_139_24","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"MEDICINE, GENERAL & INTERNAL","Score":null,"Total":0}
引用次数: 0
Abstract
Introduction: This study assesses the perception and challenges faced by medical students in adapting to India's competency-based medical education (CBME) curriculum. The curriculum is gradually being accepted nationwide. Students and faculty are continuously trying to implement all components of CBME in their practical and theory classes.
Objective: The research aims to provide insights into students' perceptions and challenges for the newly implemented CBME curriculum.
Methodology: A cross-sectional study was conducted among MBBS students at our medical college from 2019 batch onward. A questionnaire was sent using Google Forms and 293 responses were recorded. Data analysis was done using MS Excel.
Results: The distribution of students across batches showed that 2019 and 2020 batches were the largest cohorts, comprising 39% and 37% respectively, followed by 2022 (14%) and 2021 (10%). The majority recognized the importance and achievement of the foundation course (73.4% and 75.5%, respectively). Attitude, Ethics, and Communication (AETCOM) was deemed necessary (79.8%) and contributed to doctor-patient relationships (43%). Early clinical exposure (ECE) was valued for interest and learning (87.3%), and practical technique like Objective Structured Clinical Examination was favored (83.9%). Challenges included time constraints for theory papers, finishing logbooks, limited self-study time, mental burnout, and coping with numerous competencies. ECE and integrated teaching were seen as pivotal for academic success, whereas AETCOM was acknowledged for its academic contribution.
期刊介绍：
The Annals of African Medicine is published by the Usmanu Danfodiyo University Teaching Hospital, Sokoto, Nigeria and the Annals of African Medicine Society. The Journal is intended to serve as a medium for the publication of research findings in the broad field of Medicine in Africa and other developing countries, and elsewhere which have relevance to Africa. It will serve as a source of information on the state of the art of Medicine in Africa, for continuing education for doctors in Africa and other developing countries, and also for the publication of meetings and conferences. The journal will publish articles I any field of Medicine and other fields which have relevance or implications for Medicine.
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