Ramanathan Rashmi, Shanmugam Jeevithan, Gopalakrishnan Sridhar M, Palanisamy Kalaniti T, Narayanan Seetharaman
Physiology, Kovai Medical Center and Hospital (KMCH) Institute of Health Sciences and Research, Coimbatore, IND.
Community Medicine, Kovai Medical Center and Hospital (KMCH) Institute of Health Sciences and Research, Coimbatore, IND.
Cureus. 2022 Dec 22;14(12):e32838. doi: 10.7759/cureus.32838. eCollection 2022 Dec.
Introduction The medical education system all over the world is witnessing a paradigm shift from traditional methods of teaching to competency-based medical education. With the current curricular change, teachers are supposed to play a catalyst role in terms of moderating the different frameworks of competency-based medical education (CBME). Following the implementation of the new curriculum in India (2019), the present study aims to understand the challenges that medical teachers face in its implementation. Materials and methods This nationwide cross-sectional study was conducted among 297 teaching faculty representing 91 medical colleges across 20 states between February and July 2020. A self-validated structured questionnaire on the views of the newly implemented competency-based medical curriculum was prepared, uploaded as a Google form link, and circulated to medical teachers through an electronic platform across the country The faculty responses were exported and analyzed using Microsoft Excel. Results Around 77.4% opined that making incremental changes to the old curriculum would have been better than the overhaul revision, and 85.6% have opined that input from more faculty must have been taken before implementing the new curriculum. Around 80% felt that the pace at which faculty are getting trained in the nodal/regional center is not adequate, and 75% of them believed that the faculty members are not adequate for preparatory work for CBME implementation. About 74.7% opined that framing specific learning objectives (SLOs) for all competencies is time-consuming. Conclusion It is the need of the hour for the curriculum to incorporate a systematic feedback mechanism built into the system. Despite the fact that many of the suggested changes are progressive, given the time and resource constraints, this can only be accomplished through the concerted and combined efforts of all those involved in medical education.
引言 世界各地的医学教育系统正在经历从传统教学方法向基于能力的医学教育的范式转变。随着当前课程的变革，教师应在调节基于能力的医学教育（CBME）的不同框架方面发挥催化作用。继印度（2019年）实施新课程之后，本研究旨在了解医学教师在实施过程中面临的挑战。
材料与方法 这项全国性横断面研究于2020年2月至7月在代表20个邦91所医学院的297名教师中进行。编制了一份关于新实施的基于能力的医学课程观点的自我验证结构化问卷，作为谷歌表单链接上传，并通过电子平台在全国范围内分发给医学教师。教师的回复被导出并使用Microsoft Excel进行分析。
结果 约77.4%的人认为对旧课程进行渐进式改革比彻底修订更好，85.6%的人认为在实施新课程之前必须征求更多教师的意见。约80%的人认为教师在节点/区域中心接受培训的速度不够，75%的人认为教师人数不足以开展CBME实施的准备工作。约74.7%的人认为为所有能力制定具体学习目标（SLO）很耗时。
结论 当务之急是课程要纳入一个系统内的系统性反馈机制。尽管许多建议的变革是进步的，但鉴于时间和资源限制，这只能通过所有参与医学教育的人员的共同努力来实现。
