Faculty perception towards competency-based medical education at a tertiary care teaching hospital: A cross-sectional study.

Abstract

Background: 

In India, the introduction of Competency Based Medical Education (CBME) aims to streamline undergraduate medical training to enhance clinical skills, encourage integration of knowledge, and promote competency acquisition.

Objective:

To explore the perception of faculty on Competency-Based Medical Education and understand the challenges associated with it in the context of the tertiary level teaching hospital.

Methods:

This cross-sectional study comprised faculty members who are engaged in undergraduate medical teaching in two types of departments namely preclinical and paraclinical. A structured and validated questionnaire with closed-ended questions related to knowledge and perception of CBME, and Likert scale questions related to attitude towards CBME implementation were used to gather data. Demographic information, training status in revised basic medical information and Curriculum Implementation Support Program (CISP), and teaching experience was captured.

Results:

Sixty-one faculty have participated in this study, comprising from various departments such as Anatomy, Physiology, Biochemistry, Pharmacology, Pathology, Microbiology, Community Medicine etc. Majority of the participants showed good knowledge about basic concepts of CBME - competencies, domains of learning and Miller's pyramid. Most faculty members agreed that CBME for better medical education is required and this highlighted the requirement of providing adequate infrastructure and administrative support.

Many of the participants noted, however, that STFP were not an adequate strategy to meet the needs of the faculty and that there were implementation difficulties, especially for seasoned faculty. Many respondents also perceived that integration between departments, and the use of newer teaching learning techniques (such as having discussions in small groups and objective structured practical examinations) were challenging.

Conclusion:

The perception of CBME among faculties is generally positive and are aware of its underlying principles, and its positive impact as a process towards enhancing medical education. Yet, there are quite a few infrastructure, faculty development, and implementation hurdles.