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

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Autores principales: Ramanathan, Rashmi, Shanmugam, Jeevithan, Sridhar, Magadi Gopalakrishna, Palanisamy, Kalaniti, Narayanan, Seetharaman
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Wolters Kluwer - Medknow 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8641753/
https://www.ncbi.nlm.nih.gov/pubmed/34912938
http://dx.doi.org/10.4103/jehp.jehp_1264_20
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author Ramanathan, Rashmi
Shanmugam, Jeevithan
Sridhar, Magadi Gopalakrishna
Palanisamy, Kalaniti
Narayanan, Seetharaman
author_facet Ramanathan, Rashmi
Shanmugam, Jeevithan
Sridhar, Magadi Gopalakrishna
Palanisamy, Kalaniti
Narayanan, Seetharaman
author_sort Ramanathan, Rashmi
collection PubMed
description 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.
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spelling pubmed-86417532021-12-14 Exploring faculty perspectives on competency-based medical education: A report from India Ramanathan, Rashmi Shanmugam, Jeevithan Sridhar, Magadi Gopalakrishna Palanisamy, Kalaniti Narayanan, Seetharaman J Educ Health Promot Original Article 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. Wolters Kluwer - Medknow 2021-10-29 /pmc/articles/PMC8641753/ /pubmed/34912938 http://dx.doi.org/10.4103/jehp.jehp_1264_20 Text en Copyright: © 2021 Journal of Education and Health Promotion https://creativecommons.org/licenses/by-nc-sa/4.0/This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms.
spellingShingle Original Article
Ramanathan, Rashmi
Shanmugam, Jeevithan
Sridhar, Magadi Gopalakrishna
Palanisamy, Kalaniti
Narayanan, Seetharaman
Exploring faculty perspectives on competency-based medical education: A report from India
title Exploring faculty perspectives on competency-based medical education: A report from India
title_full Exploring faculty perspectives on competency-based medical education: A report from India
title_fullStr Exploring faculty perspectives on competency-based medical education: A report from India
title_full_unstemmed Exploring faculty perspectives on competency-based medical education: A report from India
title_short Exploring faculty perspectives on competency-based medical education: A report from India
title_sort exploring faculty perspectives on competency-based medical education: a report from india
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8641753/
https://www.ncbi.nlm.nih.gov/pubmed/34912938
http://dx.doi.org/10.4103/jehp.jehp_1264_20
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