| ORIGINAL ARTICLE |
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| Year : 2022 | Volume
: 7
| Issue : 1 | Page : 147-150 |
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Faculty perspectives on introduction of competency-based medical education curriculum
Savitri Sidddanagoudra1, Ashwini R Doyizode2, Shantala Shripad Herlekar3
1 Department of Physiology, KAHER's JGMM Medical College, Hubballi, Karnataka, India
2 Department of Physiology, SDM College of Medical Sciences and Hospital, A Constituent College of Shri Dharmasthala Manjunatheshwar University, Dharwad, Karnataka, India
3 Department of Physiology, JN Medical College, KLE Academy of Higher Education and Research, Belagavi, Karnataka, India
Correspondence Address:
Dr. Savitri Sidddanagoudra
Department of Physiology, JGMM Medical College, KLE Academy of Higher Education and Research, Hubballi, Karnataka
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/bjhs.bjhs_116_21
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CONTEXT: Global adoption of competency-based medical education (CBME) is a paradigm shift in India. Faculties play a key role in implementation by identifying and solving the challenges in CBME.
AIMS: Perspectives of the faculties were undertaken to known about CBME implementation.
SETTINGS AND DESIGN: Qualitative study design.
SUBJECTS AND METHODS: The study included 270 medical faculties who were trained in CBME from May to September 2019. A prevalidated, closed, quantitative questionnaire was administered to faculties. Likert's 3-point scale was used for rating.
STATISTICAL ANALYSIS USED: Data were analyzed based on percentage.
RESULTS: Ninety-seven percent of faculties perceived that CBME should be the current method of approach, 88% perceived the need of more resources, 61% were better prepared to face the challenges in implementation of CBME, 47% perceived that training in CBME reduced resistance to accept CBME, and 45% needed more clarification on self-directed learning (SDL), assessment, and certification of skills.
CONCLUSIONS: Implementation requires more resources and more clarity about SDL, assessment, and certification skill.
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