Qualitative study to identify the perception and challenges faced by the faculty of community medicine in the implementation of competency-based medical education for postgraduate students

Shrivastava, Saurabh RamBihariLal; Shrivastava, Prateek Saurabh

doi:10.1136/fmch-2018-000043

Cited by 11 publications

(7 citation statements)

References 25 publications

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“…So far, CBME has been experimented in India only in few medical colleges for postgraduate education with good results but the outcome for undergraduates is awaited. 7 Systematic planning needs to be done, and the approach to medical education needs to be a given a new direction. 8 As faculty members are the forebearers to this new change, our study is an attempt to analyze the perceptions of the faculty and the likely challenges to be faced about the new curriculum.…”

Section: Ratio Of Faculty and Students Is Very Lessmentioning

confidence: 99%

Competency-based Medical Education: The Perceptions of Faculty

2019

Journal of Medical Academics

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Introduction: Competency-based medical education (CBME) is being implemented across India in medical colleges from the 2019 batch. The new aspects of this curriculum are introduction of a foundation course (FC); early clinical exposure; longitudinal program on attitudes, ethics, and communication; electives; emphasis on small group learning methods; assessment changes; and most importantly, a horizontally aligned and vertically integrated method of teaching-learning. The faculty members of medical colleges are the prime movers for implementing the CBME. The Medical Council of India (MCI) is imparting training about the new curriculum to the faculties of all medical colleges across India. All faculty members have not been able to get the requisite training in the latest changes as required for the new curriculum. This study is an attempt to analyze the awareness and perceptions of the faculty and the challenges envisaged in the implementation of CBME. Materials and methods: All faculty members of our college were e-mailed a self-structured, prevalidated Google questionnaire. The results were analyzed by the inbuilt available Google statistical software. Results: A total of 58 faculty members responded to the questionnaire. Of the 58 faculty members, 87.9% were aware about the CBME but only 51.7% felt that better doctors would be produced as a result of its implementation. Eighty-one percent were aware that small group teaching needs to be two-thirds of the total teaching hours in a particular subject but the small group teaching methods only few could enlist. Around 86.2% agreed that students should have early clinical exposure. Around 41.4% were not aware of the changes in internal assessment as proposed by CBME. Conclusion:The faculty lacked uniformity in awareness and there was ambiguity on various aspects and constituents of CBME as proposed by the MCI. The proper implementation of CBME would require more clarity and continuous efforts by Medical Education Units (MEU) under guidance of the MCI to update their faculty in the form of Curriculum Implementation Support Programs (CISPs), Revised Basic Course Workshops (RBCWs), and advanced courses in medical education.

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Section: Ratio Of Faculty and Students Is Very Lessmentioning

confidence: 99%

Competency-based Medical Education: The Perceptions of Faculty

2019

Journal of Medical Academics

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“…20 All these challenges can be tackled by proper capacity building and this will require a need-driven conduct of faculty development workshops to prepare the teachers for their roles. 20 The findings of a study done in Florida revealed that the workshops that were organized in the institution were not need driven. 21 The same suggestion we also found in our study and it clearly indicates that all the workshops should precede with needs assessment to enhance better acceptance and active engagement of the faculty members.…”

Section: Discussionmentioning

confidence: 99%

“…Similar sort of challenges was identified in a qualitative study done in South India, wherein it was recommended that the first step for the successful implementation of any initiative has to be faculty development. 20 All these challenges can be tackled by proper capacity building and this will require a need-driven conduct of faculty development workshops to prepare the teachers for their roles. 20 The findings of a study done in Florida revealed that the workshops that were organized in the institution were not need driven.…”

Section: Discussionmentioning

confidence: 99%

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Perception of Faculty toward Challenges in Teaching and the Role of Medical Education Workshops in Addressing Them: A Mixed-Methods Study

et al. 2022

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Background A medical teacher has a very complex job profile, wherein they are expected to train a cohort of newly joined medical aspirants to competent health care professionals. The current study was conducted to identify the challenges faced by the faculty members in medical teaching and to assess the perception of teachers on the role of medical education workshops in addressing these challenges. Methods It was a Mixed Methods study conducted over a period of 9 months from January to September 2021 in a tertiary teaching medical college and hospital of Chengalpet District of Tamil Nadu amongst the faculty members of the teaching medical college and hospital. In the first phase, universal sampling method was employed, wherein all faculty members were asked to fill the online semi-structured questionnaire. In the second phase, purposive sampling was employed, wherein all teachers who have a minimum teaching experience of 3 years and have attended any medical education workshop were included and interviewed using a focus group discussion guide. The quantitative date was analyzed using descriptive statistics, while the qualitative data was analyzed using manual content analysis. Results In the quantitative phase, 149 faculty members filled the online questionnaire, of which majority were females (52.3%) and were from the clinical departments (63.1%). The manual thematic content analysis of the FGD resulted in the identification of two themes (challenges and utility of workshops). The challenges theme consisted of three categories of Faculty, Students, and Administration, while Utility of workshops theme included two categories of refinement of skills, and suggestions for future Conclusion In conclusion, lack of teamwork in the department, multiple responsibilities assigned to a single person, and shortage of clinical material during COVID-19 were identified as the main challenges in teaching–learning. The medical education workshops play a significant role in improving the knowledge of various domains of teaching and assessment, introduction of innovations, and ensure better performance of the faculty members.

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“…Although CBME has been implemented worldwide and is a popular educational model for medical education, the literature describes several challenges related to CBME in postgraduate education ( 8 , 14 , 16 – 22 ). The challenges mentioned in literature can be categorized in three main themes, which are elaborated below: the practicality of CBME ( 20 – 22 ), the assessment burden ( 8 , 23 ) and also the developments in the work field ( 18 , 24 – 26 ). The practicality of CBME covers the way the educational concept is used and implemented.…”

Section: Introductionmentioning

confidence: 99%

Lessons learned spanning 17 years of experience with three consecutive nationwide competency based medical education training plans

de Heer,

Driessen,

Teunissen

et al. 2024

Front. Med.

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IntroductionCurricula for postgraduate medical education have transformed since the introduction of competency based medical education (CBME). Postgraduate training plans offer broader training with different competencies and an outcome-based approach, in addition to the medical technical aspects of training. However, CBME also has its challenges. Over the past years, critical views have been shared on the potential drawbacks of CBME, such as assessment burden and conflicts with practicality in the workplace. Recent studies identified a need for a better understanding of how the evolving concept of CBME has been translated to curriculum design and implemented in the practice of postgraduate training. The aim of this study was to describe the development of CBME translations to curriculum design, based on three consecutive postgraduate training programs spanning 17 years.MethodWe performed a document analysis of three consecutive Dutch gynecology and obstetrics training plans that were implemented in 2005, 2013, and 2021. We used template analysis to identify changes over time.ResultsOver time, CBME-based curriculum design changed in several domains. Assessment changed from a model with a focus on summative decision to one with an emphasis on formative, low-stakes assessments aimed at supporting learning. The training plans evolved in parallel to evolving educational insights, e.g., by placing increasing emphasis on personal development. The curricula focused on a competency-based concept by introducing training modules and personalized authorization based on feedback rather than on a set duration of internships. There was increasing freedom in personalized training trajectories in the training plans, together with increasing trust towards the resident.ConclusionThe way CBME was translated into training plans has evolved in the course of 17 years of experience with CMBE-based education. The main areas of change were the structure of the training plans, which became increasingly open, the degree to which learning outcomes were mandatory or not, and the way these outcomes were assessed.

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Qualitative study to identify the perception and challenges faced by the faculty of community medicine in the implementation of competency-based medical education for postgraduate students

Cited by 11 publications

References 25 publications

Competency-based Medical Education: The Perceptions of Faculty

Competency-based Medical Education: The Perceptions of Faculty

Perception of Faculty toward Challenges in Teaching and the Role of Medical Education Workshops in Addressing Them: A Mixed-Methods Study

Lessons learned spanning 17 years of experience with three consecutive nationwide competency based medical education training plans

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