Competency-based medical education: An overview and application in pharmacology

Abstract

Competency-based medical education (CBME) is gaining momentum across the globe. The Medical Council of India has described the basic competencies required of an Indian Medical Graduate and designed a competency-based module on attitudes and communication. Widespread adoption of a competency-based approach would mean a paradigm shift in the current approach to medical education. CBME, hence, needs to be reviewed for its usefulness and limitations in the Indian context. This article describes the rationale of CBME and provides an overview of its components, i.e., competency, entrustable professional activity, and milestones. It elaborates how CBME could be implemented in an institute, in the context of basic sciences in general and pharmacology in particular. The promises and perils of CBME that need to be kept in mind to maximize its gains are described.

Competency-based undergraduate curriculum: A critical view

“…CBME involves restructuring the medical training and curricular planning with focus on “competencies” and is expected to tackle these misalignments and concerns. [ 5 6 ]…”

“…To maximize its gains, a hybrid approach would be preferred wherein initially CBMC is built-up on the tenets of the existing curriculum, and the later conventional curriculum gets gradually replaced by it. [ 5 ] This will dampen the shock of a sudden overhaul, prevent knee jerk rejections, and provide time and space for capacity building for effective implementation. The way we implement CBMC, taking into consideration, the local context and circumstances, will decide whether the desired outcomes are achieved or not.…”

Evolution of pharmacology education in India: Past and future

“…[ 21 22 ] However, as the new curriculum is competency-based involving integrated teaching, pharmacology will be taught in all years starting from year one. [ 6 23 ] However, it needs to be seen how cutting the basic sciences teaching will affect clinical sciences teaching. [ 24 ]…”

Development and implementation of a competency-based module for teaching research methodology to medical undergraduates

“…Teaching–learning activities are more skill-based, involving hands-on experience. [5] Assessment in competency-based research training (CBRT) is workplace based and milestones achieved at the end of the posting need to be predecided. Incorporating research-based competencies are challenging and require careful planning and attention.…”