Competency-Based Assessment in Pediatrics for the New Undergraduate Curriculum

Abstract

Medical Council of India (MCI) implemented competency-based curriculum for undergraduate medical education nationwide in 2019, with assessment of competencies being its integral component. The curriculum has outlined some broad principles and components of assessment, but the process and schedule for formative and summative assessment is to be decided by the universities and institutions. In this document, we summarize the recommendations for the subject of Pediatrics, and propose an assessment model for summative assessment that can be adapted/adopted by universities and institutions. Few basic principles of formative assessment have been shared, the implementation of which may be the main challenge for the institutions. It is important to develop the capacity of the faculty for conducting the assessment under the ambit of principles of competency-based curriculum.

Assessment approaches in undergraduate health professions education: towards the development of feasible assessment approaches for low-resource settings

“…There appears to be insufficient human capacity in research as well as few research mentors and role models, and a lack of a research culture, which can have a negative impact on research output in HPE institutions in lowincome countries. Thus, although there is a significant Table 3 Assessment models, frameworks, type, approach and methods and study sample [23][24][25][26][27][28][29][31][32][33][34][35] NB: Grey scale sections were not reported amount of innovation taking place in HPE institutions in LMICs, there is still limited research output. There also seems to be insufficient networking among research communities in LMICs, meaning that support among researchers is lacking.…”

“…This stagnation could be linked to the curriculum innovation taking place within many HPE institutions, which means that they are yet to establish feasible assessment approaches in their contexts. To illustrate this point, half of the papers (n = 7) from the review reported on the development of, or proposals to develop assessment models, which are thus yet to be implemented [29][30][31][32][33][34][35]. HPE institutions still seem to be trying to find their footing in terms of assessment in CBE.…”

“…In terms of the aim of the studies, half of the articles (n = 7) reported on the implementation of assessment models that were utilised in their institutions [22][23][24][25][26][27][28]. The other articles (n = 7) reported on the development of, or proposal to develop assessment models to be implemented [29][30][31][32][33][34][35].…”