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Year : 2021  |  Volume : 6  |  Issue : 2  |  Page : 143-149

Quantitative and qualitative evaluation of perception of medical faculty toward competency-based medical education for undergraduate curriculum

1 Department of Physiology, KAHER's J N Medical College, Belagavi, Karnataka, India
2 Department of Microbiology, KAHER's J N Medical College, Belagavi, Karnataka, India
3 Department of Anaesthesia, KAHER's J N Medical College, Belagavi, Karnataka, India

Correspondence Address:
Dr. Anita Teli
Department of Physiology, KAHER's J N Medical College, Belagavi, Karnataka
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/bjhs.bjhs_103_20

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INTRODUCTION: Competency-based medical education (CBME) is an outcome-based education system. There is a big shift in roles and responsibilities of teachers, students, and teaching methods. This study was planned to evaluate the faculty perceptions and concepts toward the CBME and its implementation. METHODOLOGY: This is a mixed-method study with elements of qualitative (free listing and pile sorting) and quantitative (three-point Likert scale) assessment of faculty perceptions on CBME designed through Google Forms, and the responses obtained were analyzed. Three hundred faculties were recruited for a quantitative study, out of which 125 responded. For qualitative analysis, the preclinical faculties (n = 20) were recruited. Percentages for the responses were calculated. Free-listing and pile-sorting exercise data were analyzed in Visual Anthropac 1.0 software. RESULTS: The responses from participants showed encouraging analysis. A total of 128 faculty members responded that a response rate was 43%. Thirty-eight responses were obtained through interview pertaining to the concepts (qualitative study) of CBME. From the free-listed items or responses, the items were selected based on salience or ranking or investigator's judgment for pile sorting to understand clustering of responses. CONCLUSION: Majority of the faculties had a positive perception about the implementation of CBME. Coordination between the Preclinical, paraclinical and clinical departments and proper lesson plan were the factors facilitating effective implementation. Inadequate faculty training and unanticipated holidays were the challenges for the implementation of CBME. Proper faculty training is the utmost important aspect in the effective implementation.

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