Dandekar Sucheta P, Mahdi Farzana, Chacko Thomas V
Sarfaraz Ganj, Hardoi Road, 226003 Lucknow, Uttar Pradesh India Era University, Era's Lucknow Medical College.
Believers Church Medical College & Hospital, St Thomas Nagar, 689103 Kuttapuzha, Thiruvalla, Kerala, India.
Indian J Clin Biochem. 2023 Jul;38(3):287-296. doi: 10.1007/s12291-022-01088-y. Epub 2022 Nov 10.
The new competency-based medical education undergraduate curriculum (CBMC) was launched for the 2019 admission batch of MBBS students. The programme is designed to create an "Indian Medical Graduate" (IMG) possessing the requisite knowledge, skills, attitudes, values and responsiveness, so that the graduate may function appropriately and effectively as a physician of first contact with the community while being globally relevant. Given that implementation of this curriculum is still in its infancy across the country, we stand to gain from a unified approach to its implementation. Phase I of the curriculum includes anatomy, physiology, and biochemistry along with professional and personal development modules. Biochemistry enjoys an enviable position in the medical curriculum as it explains the molecular basis of diseases. We present an appraisal of the curriculum in Biochemistry by reviewing the components against Harden's six themes which are considered when planning or developing a curriculum. Further, five core components of CBME are selected on the basis of three research papers to characterize underlying assumptions of CBME to suggest ways of logical implementation for achieving the competencies expected of the Indian Medical Graduate. The insight gained shall help students to be equipped with competencies which they shall be able to use in their day- to- day work, which shall ultimately help benefit patient care and the society at large.
The online version contains supplementary material available at 10.1007/s12291-022-01088-y.
基于能力的医学教育本科新课程（CBMC）于2019年面向MBBS专业入学批次的学生推出。该项目旨在培养具备必要知识、技能、态度、价值观和反应能力的“印度医学毕业生”（IMG），以便该毕业生能够作为社区的首诊医生适当地、有效地发挥作用，同时在全球范围内具有相关性。鉴于该课程在全国的实施仍处于起步阶段，我们将从统一的实施方法中受益。课程的第一阶段包括解剖学、生理学和生物化学以及专业和个人发展模块。生物化学在医学课程中占据令人羡慕的地位，因为它解释了疾病的分子基础。我们通过对照哈顿在规划或开发课程时所考虑的六个主题来审查课程组成部分，对生物化学课程进行评估。此外，根据三篇研究论文选择了CBME的五个核心组成部分，以表征CBME的潜在假设，提出实现印度医学毕业生预期能力的合理实施方法。所获得的见解将帮助学生具备他们能够在日常工作中使用的能力，这最终将有助于改善患者护理并造福整个社会。
在线版本包含可在10.1007/s12291-022-01088-y获取的补充材料。
