Professor and Head, Department of Community Medicine, Sri Manakula Vinayagar Medical College and Hospital, Puducherry, India.
Dean Medical Education and Professor, Department of Community Medicine, Believers Church Medical College and Hospital, Thiruvalla, Kerala, India.
Indian J Public Health. 2019 Oct-Dec;63(4):362-366. doi: 10.4103/ijph.IJPH_141_19.
The purpose of the present review is to examine the new competency-based undergraduate curriculum in community medicine against the established frameworks and criteria and suggest the way forward for achieving competencies expected of the Indian Medical Graduate (IMG). The new Graduate Medical Education Regulations, 2018, is based on Harden's concept of the curriculum. Hence, we reviewed the components of new curriculum against Harden's conceptualization of various components of the curriculum, and since it claims it is competency-based, we used Tyler's Goal/Objective-Based Evaluation. The new undergraduate curriculum has shown a move toward integration of course content and defined the competencies in more measurable terms. However, it appears that the earlier information-based curriculum corresponding to book chapters ("topics") has been modified to specify higher cognitive domains with no explicit link between the IMG level curriculum outcomes to subject level intended learning outcomes (ILOs). The mechanism to link ILOs to assessment is also not clear and so needs more clarity. The assessment system hinted at in the current document is mostly based on the existing conventional system of 50% as pass cutoff, etc., against criterion-referenced assessment applicable to competencies that need to be performed. Furthermore, there is no guidance on the creation of educational opportunities and environment for students and faculty - perhaps it is left to "Curriculum Implementation Support Programme (CISP) Workshops." Hence, the need for preparing a roadmap/blueprint to learning experiences and assessment methods and levels and milestones to be reached at various phases of MBBS and during internship is required.
本综述旨在根据既定框架和标准，考察新的以能力为基础的社区医学本科课程，并为实现印度医学毕业生（IMG）预期的能力提出前进方向。2018 年新的研究生医学教育法规基于 Harden 的课程概念。因此，我们根据新课程的组成部分对 Harden 的课程各个组成部分的概念化进行了审查，由于它声称是以能力为基础的，因此我们使用了 Tyler 的目标/基于目标的评估。新的本科课程已经显示出课程内容整合的趋势，并以更可衡量的术语定义了能力。然而，似乎早期与书籍章节（“主题”）相对应的基于信息的课程已经被修改，以指定更高的认知领域，而 IMG 水平课程成果与预期学习成果（ILO）之间没有明确的联系。将 ILO 与评估联系起来的机制也不清楚，因此需要更明确。当前文件中暗示的评估系统主要基于现有的传统 50%及格分数等系统，而适用于需要执行的能力的则是基于标准的评估。此外，对于学生和教师的教育机会和环境的创建没有指导——也许这留给了“课程实施支持计划（CISP）研讨会”。因此，需要为 MBBS 各个阶段和实习期间的学习经验和评估方法以及要达到的水平和里程碑制定路线图/蓝图。
