Department of Microbiology, Pramukhswami Medical College, Karamsad, 388325, Gujarat, India.
Department of Microbiology, Jawaharlal Nehru Medical College, KLE Academy of Higher Education and Research Deemed to Be University, Belagavi, Karnataka, 590010, India.
Indian J Med Microbiol. 2021 Apr;39(2):154-158. doi: 10.1016/j.ijmmb.2020.11.003. Epub 2020 Dec 9.
New Competency-Based Medical Education (CBME) curriculum has emphasized on the acquisition of core competencies by an Indian Medical Graduate (IMG). Likewise ability to perform basic microbiological investigations, and diagnose infectious disease is deemed critical for a doctor of first contact. In order to prepare students to achieve these competencies, effective skill training and assessment is paramount. However, microbiology skill training is known to vary across Indian medical schools. This survey has explored faculty perceptions and current practices across the country, to suggest measures for strengthening skill acquisition.
Online survey was conducted through Google form questionnaire. Faculty shared their perceptions and practices on the Likert scale about teaching, learning and assessment of microbiology skills.
Sixty faculty members from 58 medical colleges from 17 states of India participated. Majority of the faculty considered interpretational skills as more important than technical skills. Faculty perceptions and practices varied. Although most of the skills are being taught and assessed on one or more occasions, some important clinical microbiology skills were not assessed. Feasibility was an issue for new set of CBME competencies. Blue print and skill laboratory was adopted by 10% and 31.66% colleges respectively.
Variation in perceptions and practices in teaching and assessment of microbiology skills in Indian context is now documented. Skill training requires a standardised and robust program with ample opportunities for practice and feedback. Faculty orientation and use of innovative strategies are overriding to augment skill acquisition and thus, successful implementation of new CBME curriculum.
新的以能力为基础的医学教育（CBME）课程强调印度医学毕业生（IMG）获得核心能力。同样，作为第一接触医生，具备进行基本微生物学调查和诊断传染病的能力也被认为是至关重要的。为了使学生能够达到这些能力，有效的技能培训和评估是至关重要的。然而，众所周知，印度的医学院校的微生物学技能培训存在差异。本调查探讨了全国范围内的教师观念和当前实践，以提出加强技能获取的措施。
通过谷歌表单问卷进行在线调查。教师就微生物学技能的教学、学习和评估，以李克特量表的形式分享他们的看法和实践。
来自印度 17 个邦的 58 所医学院的 60 名教师参与了此次调查。大多数教师认为解释性技能比技术性技能更重要。教师的观念和实践存在差异。尽管大多数技能都在一次或多次教学和评估中进行，但一些重要的临床微生物学技能并未得到评估。新的 CBME 能力的可行性是一个问题。蓝图和技能实验室分别被 10%和 31.66%的学院采用。
在印度背景下，微生物学技能教学和评估的观念和实践存在差异，现在已经记录在案。技能培训需要一个标准化和强大的计划，有充足的实践和反馈机会。教师的定位和使用创新策略是提高技能获取的关键，从而成功实施新的 CBME 课程。
