The gaps unaddressed in competency-based medical education (CBME) curriculum

Abstract

It is crucial to glare at the lacunae of the current competency-based medical education (CBME) curriculum. Certain areas are inadequately addressed, namely issues about gender health and development with a particular focus on the healthcare needs of the LGBTQ+community. It is needed to insist more on health care of disadvantaged sections of the population like primitive tribal groups, the scope dimensions and utilities of palliative and rehabilitative care in patient care, addressing workplace violence against health care professionals, the role of universal health coverage and health insurance in addressing inequitable health care accessibility, the sensitization and application of digital and machine learning technologies in health care, use of artificial intelligence (AI) and 3D printing to solve complex health issues, the utilities of telemedicine to address inaccessible quality health care and most notably the absence of sensitization and training on Chemical, Biological, Radiological, Nuclear (CBRN) casualty management as a subset of disaster.