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Psychiatry training for medical students: A global perspective and implications for India’s competency-based medical education curriculum

Competency-based medical education curriculum (CBME) has received traction worldwide. However, its adoption and implementation have significantly varied across the globe. The National Medical Commission, India (2019) has adopted CBME to improve the quality and content of training of medical students...

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Autores principales: Gupta, Snehil, Menon, Vikas
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Wolters Kluwer - Medknow 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9290422/
https://www.ncbi.nlm.nih.gov/pubmed/35859553
http://dx.doi.org/10.4103/indianjpsychiatry.indianjpsychiatry_187_22
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author Gupta, Snehil
Menon, Vikas
author_facet Gupta, Snehil
Menon, Vikas
author_sort Gupta, Snehil
collection PubMed
description Competency-based medical education curriculum (CBME) has received traction worldwide. However, its adoption and implementation have significantly varied across the globe. The National Medical Commission, India (2019) has adopted CBME to improve the quality and content of training of medical students. However, the ongoing COVID-19 pandemic has spawned several challenges implementing the CBME. Therefore, there is a need to reflect on using novel teaching and assessment methods to enrich medical and psychiatric training. In this paper, we aimed to study global trends and characteristics of competency-based psychiatry training programs and how these experiences can be utilized to overcome challenges and facilitate the implementation of CBME in Psychiatry in the Indian context. A literature search was conducted using PubMed and Google Scholar databases. The findings are presented narratively. Psychiatry training for medical students greatly vary across the globe. High-income countries mainly have implemented CBME and have incorporated psychiatry training during the foundation/pre-clerkship period itself. There is more reliance on skill development and flexible and learning-based training vs. time-based training. Various enrichment activities have been incorporated into the medical curriculum to promote and strengthen psychiatry training for medical students, particularly in developed nations, which have yielded positive results. Although the COVID-19 pandemic has adversely affected the medical student’s training, it has reiterated the significance of skill-based education and opened novel avenues for implementing the CBME.Medical educationists need to adapt themselves to provide CBME to the students. Making structural, curricular changes, orienting teachers, and students about the CBME, mentoring teachers, adopting novel training and assessment methods, utilizing enrichment activities, collaborating with educational institutions and technology providers, periodically evaluating the implementation of the CBME, and making appropriate course corrections are essential. In addition, there is a need to address structural barriers, such as lack of workforce, for better realization of the CBME objectives.eriodically evaluating the implementation of the CBME, and making appropriate course corrections are essential. Additionally, there is a need to address structural barriers, such as lack of workforce, for better realization of the CBME objectives.
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spelling pubmed-92904222022-07-19 Psychiatry training for medical students: A global perspective and implications for India’s competency-based medical education curriculum Gupta, Snehil Menon, Vikas Indian J Psychiatry Review Article Competency-based medical education curriculum (CBME) has received traction worldwide. However, its adoption and implementation have significantly varied across the globe. The National Medical Commission, India (2019) has adopted CBME to improve the quality and content of training of medical students. However, the ongoing COVID-19 pandemic has spawned several challenges implementing the CBME. Therefore, there is a need to reflect on using novel teaching and assessment methods to enrich medical and psychiatric training. In this paper, we aimed to study global trends and characteristics of competency-based psychiatry training programs and how these experiences can be utilized to overcome challenges and facilitate the implementation of CBME in Psychiatry in the Indian context. A literature search was conducted using PubMed and Google Scholar databases. The findings are presented narratively. Psychiatry training for medical students greatly vary across the globe. High-income countries mainly have implemented CBME and have incorporated psychiatry training during the foundation/pre-clerkship period itself. There is more reliance on skill development and flexible and learning-based training vs. time-based training. Various enrichment activities have been incorporated into the medical curriculum to promote and strengthen psychiatry training for medical students, particularly in developed nations, which have yielded positive results. Although the COVID-19 pandemic has adversely affected the medical student’s training, it has reiterated the significance of skill-based education and opened novel avenues for implementing the CBME.Medical educationists need to adapt themselves to provide CBME to the students. Making structural, curricular changes, orienting teachers, and students about the CBME, mentoring teachers, adopting novel training and assessment methods, utilizing enrichment activities, collaborating with educational institutions and technology providers, periodically evaluating the implementation of the CBME, and making appropriate course corrections are essential. In addition, there is a need to address structural barriers, such as lack of workforce, for better realization of the CBME objectives.eriodically evaluating the implementation of the CBME, and making appropriate course corrections are essential. Additionally, there is a need to address structural barriers, such as lack of workforce, for better realization of the CBME objectives. Wolters Kluwer - Medknow 2022 2022-06-08 /pmc/articles/PMC9290422/ /pubmed/35859553 http://dx.doi.org/10.4103/indianjpsychiatry.indianjpsychiatry_187_22 Text en Copyright: © 2022 Indian Journal of Psychiatry 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 Review Article
Gupta, Snehil
Menon, Vikas
Psychiatry training for medical students: A global perspective and implications for India’s competency-based medical education curriculum
title Psychiatry training for medical students: A global perspective and implications for India’s competency-based medical education curriculum
title_full Psychiatry training for medical students: A global perspective and implications for India’s competency-based medical education curriculum
title_fullStr Psychiatry training for medical students: A global perspective and implications for India’s competency-based medical education curriculum
title_full_unstemmed Psychiatry training for medical students: A global perspective and implications for India’s competency-based medical education curriculum
title_short Psychiatry training for medical students: A global perspective and implications for India’s competency-based medical education curriculum
title_sort psychiatry training for medical students: a global perspective and implications for india’s competency-based medical education curriculum
topic Review Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9290422/
https://www.ncbi.nlm.nih.gov/pubmed/35859553
http://dx.doi.org/10.4103/indianjpsychiatry.indianjpsychiatry_187_22
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