Assessing the Impact of Competency-Based Medical Education (CBME): Insights from Medical Students
Abstract:
The National Medical
Commission (NMC) in India introduced the Competency-Based Medical Education
(CBME) curriculum to enhance medical education quality and align with global
standards. This curriculum emphasizes developing specific competencies, and ensuring
medical students possess essential skills, knowledge, and attitudes. A survey
among 500 final-year students and CRMIs at Sree Balaji Medical College and
Hospital assessed their views on the CBME curriculum using a Google Forms
questionnaire. Key findings include the majority finding the Foundation Course
necessary for their medical training, most students rating Basic Life Support
(BLS) training as very useful, and field visits generally seen as beneficial,
while opinions on IT skills sessions were mixed. Early clinical exposure
significantly enhanced the learning experience, with high preferences for small
group teaching, self-directed learning, reflective learning, and AETCOM
training in Phase I MBBS. Elective postings were considered beneficial by most
respondents. Students had a mixed understanding of the new assessment schemes
under CBME, and subject integration was found to be very beneficial, with
preferences for both horizontal and vertical integration. Many students found
Phase I MBBS to be academically stressful and strongly suggested more time for
sports and physical activities. Overall, the CBME curriculum was positively
received, particularly in early clinical exposure, skill development, and
subject integration. However, areas such as IT skills training, the duration of
the Foundation Course, and better synchronization of vertical integration
require improvement. Addressing these concerns can lead to better-prepared
medical graduates, capable of meeting the healthcare needs of the population with
a strong emphasis on practical skills, ethical practice, and continuous
learning.
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