Agrawal Apurva, Sharma Ashish, Sharma Anita, Agrawal Charusmita
Department of Pharmacology, RNT Medical College, Rajasthan University of Health Science, Udaipur, Rajasthan, India.
Department of Biochemistry, Geetanjali Medical College, Geetanjali University, Udaipur, Rajasthan, India.
J Educ Health Promot. 2024 Sep 28;13:345. doi: 10.4103/jehp.jehp_892_23. eCollection 2024.
Regulations on Graduate Medical Education (Amendment), 2019 (GME) introduced competency-based medical education (CMBE) for undergraduate medical students and were implemented in the 2019 entrance batch in medical colleges all over India. This study aimed to find out the challenges faced by medical teachers in CBME implementation, lessons learned, and the level of preparedness for upcoming batches.
A cross-sectional, multi-centric descriptive study was conducted from November 2021 to February 2022 including first-year faculty of medical colleges. A self-administered questionnaire was provided through electronic media, about challenges faced during CBME implementation and suggestions for improvement. Responses were analyzed as descriptive statistics, and content analysis was conducted for open-ended questions.
A total of 50 responses were analyzed. About 46% believed that the foundation course (FC) could satisfy the GME Regulation's goal to only some extent. About 60% believed that integration was not optimum, and 40% had not taken any integrated session. About 36% had not taken any attitude, ethics and communication (AETCOM) session, and 30% considered that they were not sufficiently competent. About 68% believed that early clinical exposure (ECE) given is insufficient. "Skills" (50%) and "attitude-communication" (34%) could not be satisfactorily assessed. About 72% believed that the coronavirus disease 2019 (COVID-19) pandemic significantly affected academics, 20% are still confused about the complexities of CBME, and 58% believed they are better prepared for the future. The COVID-19 pandemic (78%), lack of proper training (70%), and adequate faculty (60%) were common difficulties. Frequent hands-on workshops (68%) and better inter-departmental coordination (68%) were suggested.
First professional-year faculties are slowly getting accustomed to the transition from a traditional to a competency-based curriculum. These reforms are complex, and the challenges need to be addressed sincerely and timely.
2019年《研究生医学教育（修正案）》（GME）为本科医学生引入了基于胜任力的医学教育（CBME），并于2019年在印度各地医学院的入学批次中实施。本研究旨在找出医学教师在实施CBME过程中面临的挑战、吸取的经验教训以及对即将入学批次的准备程度。
2021年11月至2022年2月对医学院校一年级教师进行了一项横断面、多中心描述性研究。通过电子媒体提供了一份自填式问卷，内容涉及CBME实施过程中面临的挑战和改进建议。对回复进行描述性统计分析，并对开放式问题进行内容分析。
共分析了50份回复。约46%的人认为基础课程（FC）仅能在一定程度上满足GME法规的目标。约60%的人认为整合不够理想，40%的人未参加过任何整合课程。约36%的人未参加过任何态度、伦理与沟通（AETCOM）课程，30%的人认为自己能力不足。约68%的人认为早期临床接触（ECE）不足。“技能”（50%）和“态度-沟通”（34%）无法得到满意评估。约72%的人认为2019冠状病毒病（COVID-19）大流行对学术产生了重大影响，20%的人仍对CBME的复杂性感到困惑，58%的人认为自己对未来准备得更好。COVID-19大流行（78%）、缺乏适当培训（70%）和师资不足（60%）是常见困难。建议经常举办实践工作坊（68%）和加强部门间更好的协调（68%）。
医学专业一年级教师正逐渐适应从传统课程向基于胜任力课程的转变。这些改革很复杂，需要真诚且及时地应对挑战。
