Ramanathan Rashmi, Shanmugam Jeevithan, Sridhar Magadi Gopalakrishna, Palanisamy Kalaniti, Narayanan Seetharaman
Department of Physiology, KMCH Institute of Health Sciences and Research, Coimbatore, Tamil Nadu, India.
Department of Community Medicine, KMCH Institute of Health Sciences and Research, Coimbatore, Tamil Nadu, India.
J Educ Health Promot. 2021 Oct 29;10:402. doi: 10.4103/jehp.jehp_1264_20. eCollection 2021.
Medical education in India is experiencing a paradigm shift from traditional curriculum to competency-based medical education (CBME). It de-emphasizes time-based training and promises greater accountability, flexibility, and learner centeredness. Faculty development is integral in the context of CBME. Considering faculty perceptions toward the new CBME and addressing the difficulties will play a vital role in successful implementation.
A cross-sectional study was carried out among 297 teaching faculty in 91 medical colleges across 20 states all over India between February and July 2020. A structured validated questionnaire on CBME was used to collect the responses through Google forms and was exported and analyzed in Microsoft Excel.
More than 80% opined that Faculty members in departments are not adequate for successful CBME implementation. Reflective learning, early clinical exposure, and elective posting were accepted by 60.2%, 70.4%, and 45.5% of the faculty, respectively. Around 81.8% welcomed horizontal integration, whereas only 54.2% favored vertical integration during the Phase I MBBS.
Few reforms such as curtailing the duration of foundation course, sensitization of all medical teachers through faculty development programs, better synchronized vertical integration, increasing the strength of faculty in each department, and adequate infrastructure for skills laboratory can be undertaken as per faculty suggestions.
印度的医学教育正在经历从传统课程到基于能力的医学教育（CBME）的范式转变。它不再强调基于时间的培训，并承诺更高的问责制、灵活性和以学习者为中心。在CBME背景下，教师发展至关重要。考虑教师对新CBME的看法并解决困难将对成功实施起到关键作用。
2020年2月至7月间，在印度全国20个邦的91所医学院的297名教师中开展了一项横断面研究。通过谷歌表单使用一份经过验证的关于CBME的结构化问卷收集回复，并在Microsoft Excel中导出和分析。
超过80%的人认为各部门的教师不足以成功实施CBME。分别有60.2%、70.4%和45.5%的教师接受反思性学习、早期临床接触和选修岗位安排。约81.8%的人欢迎横向整合，而在医学学士课程第一阶段只有54.2%的人支持纵向整合。
可根据教师建议进行一些改革，如缩短基础课程时长、通过教师发展项目提高所有医学教师的认识、更好地同步纵向整合、增加各部门教师人数以及为技能实验室提供充足的基础设施。
