Facilitators’ perspective towards implementation of Competency Based Medical Education (CBME) in a Government Medical College in Delhi: a cross-sectional study
Abstract Introduction Competency-Based Medical Education has emerged as a transformative approach to medical education worldwide. It focuses on the overall development of trainee physicians to ensure effective and safe patient care. Objectives To evaluate faculty members’ perspectives on Competency-...
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| Format: | Article |
| Language: | English |
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Springer
2025-02-01
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| Series: | Discover Education |
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| Online Access: | https://doi.org/10.1007/s44217-025-00418-5 |
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| author | Ghurumourthy Dhandapani Sanjeev Kumar Sunanda Gupta Shveta Lukhmana |
| author_facet | Ghurumourthy Dhandapani Sanjeev Kumar Sunanda Gupta Shveta Lukhmana |
| author_sort | Ghurumourthy Dhandapani |
| collection | DOAJ |
| description | Abstract Introduction Competency-Based Medical Education has emerged as a transformative approach to medical education worldwide. It focuses on the overall development of trainee physicians to ensure effective and safe patient care. Objectives To evaluate faculty members’ perspectives on Competency-Based Medical Education and identify perceived challenges for its implementation in a medical college in Delhi. Methods A cross-sectional study was conducted in July 2022 among 127 faculty members of Vardhman Mahavir Medical College and Safdarjung Hospital, New Delhi. Data were collected using a validated self-developed questionnaire (Cronbach's alpha: 0.85). Results The median age of the faculty members was 42 years, with a median teaching experience of 10 years. Ninety-one percent of faculty members were aware of Competency-Based Medical Education, and 88% believed it to be superior to the previous curriculum. Integrated teaching (62%) and early clinical exposure (55%) were identified as the most anticipated benefits. Faculty members cited infrastructural deficits (93%) and competing time demands and priorities (85%) as major barriers to implementation. Conclusion To address the challenges, the National Medical Commission should ensure the availability of sufficient infrastructure and provide regular training programs for faculty members. |
| format | Article |
| id | doaj-art-41bee3bf58974bfdb8017846eda105eb |
| institution | Kabale University |
| issn | 2731-5525 |
| language | English |
| publishDate | 2025-02-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Education |
| spelling | doaj-art-41bee3bf58974bfdb8017846eda105eb2025-02-09T12:51:08ZengSpringerDiscover Education2731-55252025-02-01411610.1007/s44217-025-00418-5Facilitators’ perspective towards implementation of Competency Based Medical Education (CBME) in a Government Medical College in Delhi: a cross-sectional studyGhurumourthy Dhandapani0Sanjeev Kumar1Sunanda Gupta2Shveta Lukhmana3 Department of Community Medicine, Vardhman Mahavir Medical College & Safdarjung Hospital Department of Community Medicine, Vardhman Mahavir Medical College & Safdarjung Hospital Department of Community Medicine, Vardhman Mahavir Medical College & Safdarjung Hospital Department of Community Medicine, Vardhman Mahavir Medical College & Safdarjung HospitalAbstract Introduction Competency-Based Medical Education has emerged as a transformative approach to medical education worldwide. It focuses on the overall development of trainee physicians to ensure effective and safe patient care. Objectives To evaluate faculty members’ perspectives on Competency-Based Medical Education and identify perceived challenges for its implementation in a medical college in Delhi. Methods A cross-sectional study was conducted in July 2022 among 127 faculty members of Vardhman Mahavir Medical College and Safdarjung Hospital, New Delhi. Data were collected using a validated self-developed questionnaire (Cronbach's alpha: 0.85). Results The median age of the faculty members was 42 years, with a median teaching experience of 10 years. Ninety-one percent of faculty members were aware of Competency-Based Medical Education, and 88% believed it to be superior to the previous curriculum. Integrated teaching (62%) and early clinical exposure (55%) were identified as the most anticipated benefits. Faculty members cited infrastructural deficits (93%) and competing time demands and priorities (85%) as major barriers to implementation. Conclusion To address the challenges, the National Medical Commission should ensure the availability of sufficient infrastructure and provide regular training programs for faculty members.https://doi.org/10.1007/s44217-025-00418-5CBMEMedical educationMedical curriculumMedical teaching |
| spellingShingle | Ghurumourthy Dhandapani Sanjeev Kumar Sunanda Gupta Shveta Lukhmana Facilitators’ perspective towards implementation of Competency Based Medical Education (CBME) in a Government Medical College in Delhi: a cross-sectional study Discover Education CBME Medical education Medical curriculum Medical teaching |
| title | Facilitators’ perspective towards implementation of Competency Based Medical Education (CBME) in a Government Medical College in Delhi: a cross-sectional study |
| title_full | Facilitators’ perspective towards implementation of Competency Based Medical Education (CBME) in a Government Medical College in Delhi: a cross-sectional study |
| title_fullStr | Facilitators’ perspective towards implementation of Competency Based Medical Education (CBME) in a Government Medical College in Delhi: a cross-sectional study |
| title_full_unstemmed | Facilitators’ perspective towards implementation of Competency Based Medical Education (CBME) in a Government Medical College in Delhi: a cross-sectional study |
| title_short | Facilitators’ perspective towards implementation of Competency Based Medical Education (CBME) in a Government Medical College in Delhi: a cross-sectional study |
| title_sort | facilitators perspective towards implementation of competency based medical education cbme in a government medical college in delhi a cross sectional study |
| topic | CBME Medical education Medical curriculum Medical teaching |
| url | https://doi.org/10.1007/s44217-025-00418-5 |
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