December 2024, Volume 2, Issue 12

Author

Mudit Sharma, Amit Kumar Kamboj, Rashmi Ramanathan, Vivin Vincent and Jeevithan Shanmugam

Abstract

Introduction: The Competency-Based Medical Education (CBME) curriculum was introduced by the National Medical Commission (NMC) of India in 2019, aiming to bridge the gap between theoretical knowledge and practical skills among medical graduates. This study explores students' perspectives on the CBME curriculum, with a focus on foundational skills, self-directed learning, integration, ethics, and assessment strategies, as experienced by multiple cohorts at the Andaman and Nicobar Islands Institute of Medical Sciences (ANIIMS), Port Blair. Materials and Methods: A cross-sectional survey was conducted from April to May 2023 among MBBS students at ANIIMS, covering the 2019-2022 batches. A structured questionnaire was used to gather students' feedback on various CBME components, including foundational courses, learning strategies, integration, ethics, and assessment methods. Descriptive and inferential statistical analyses were performed, with Chi-square tests and ANOVA to examine the association between student responses and their year of joining. Results: Out of 144 participants, a high agreement was observed on the importance of foundational components such as Basic Life Support (100%) and Professionalism and Ethics (99%). CBME learning strategies, including Small Group Teaching and Self-Directed Learning, were positively endorsed, though batch-based variations were noted. Significant differences were found in components like Small Group Teaching (p = 0.048) and assessment understanding (p = 0.015), with newer cohorts showing higher levels of comprehension and appreciation. Integration and ethics were consistently well-regarded across all batches, while challenges were highlighted in areas such as logbook management. Conclusion: The CBME curriculum has been positively received by medical students, with newer cohorts demonstrating a greater appreciation for self-directed and integrated learning approaches. However, logistical and educational barriers remain in areas like logbook management and assessment structure comprehension, indicating a need for continued curriculum refinement. This study provides valuable insights into how CBME is perceived by medical students and highlights areas for further enhancement to ensure competency-based training meets the needs of future healthcare professionals.