|
EDITORIAL |
https://doi.org/10.5005/jp-journals-10070-8026
|
Competency-based Medical Education: A Fresh Perspective
Department of Medicine, Institute of Post Graduate Medical Education and Research, Kolkata, West Bengal, India
Corresponding Author: Nandini Chatterjee, Department of Medicine, Institute of Post Graduate Medical Education and Research, Kolkata, West Bengal, India, Phone: +91 8145005804, e-mail: nandinibpj21@gmail.com
How to cite this article: Chatterjee N. Competency-based Medical Education: A Fresh Perspective. Bengal Physician Journal 2023;10(3):77–78.
Source of support: Nil
Conflict of interest: None
Medical education in India has undergone a sea change with the advent of the new competency-based curriculum. Our knowledge about medical education is expanding with each passing day.
A new curriculum ensures that the content being taught is relevant to the current state of knowledge, technology, and industry trends. The NMC has introduced several newer components to align medical education with international standards and enhance the learning experience. It not only promotes learning but also ensures the meeting of international standards.
There are several key features of the new curriculum that are noteworthy:
Relevance: Previous emphasis on rote memorization of facts and formulas without focusing on practical application has given way to the acquisition of skills and knowledge that are immediately applicable in real-world situations by a problem-solving-based approach. It empowers the students to analyze information, evaluate evidence, and develop innovative solutions. This inculcates critical thinking, and adaptability to practical situations in daily practice.
Flexible timelines: All students do not have the same learning pace, style, and interests. The diverse needs and abilities of students are being looked into at present. The flexibility of the timeline will allow the facilitators to develop more accurate learning timetables specific for learners for longitudinal assessment. The evaluation process has also changed from high-stakes exams and grades to continuous evaluation throughout the course.
Digital literacy: The world is rapidly changing, with advancements in technology, shifts in the job market, and global challenges. The new curriculum prepares students for the future by equipping them with technical skills and basic use of educational software, digital tools, and resources.
Holistic learning: A well-rounded education is provided by training students with life skills, social awareness, emotional intelligence, and ethics. Soft skills like critical thinking, creativity, adaptability, and empathy were often neglected in favor of rote learning of facts and theories. The new curriculum ensures that students are prepared to navigate complex situations when dealing with patients and their relatives and make informed decisions. Incorporation of the AETCOM module and Family Adoption Program can improve attitude, ethics, and communication skills and will alleviate many unintended situations.
Interdisciplinary learning: The old curricula often compartmentalized subjects, teaching them in isolation from one another. This hindered students from understanding the interconnectedness of different fields and how they apply to real-life situations. The most novel inclusion of the new curriculum is the collaboration between different fields of study, helping students connect ideas and approach problems from multiple angles. The vertical and horizontal integration of clinical with basic sciences by having joint symposia on a particular topic gives students a comprehensive knowledge of the subject. Early clinical exposure will help the students to understand the necessity of the foundation of basic sciences.
Lifelong learning: Instead of focusing solely on memorization, self-directed learning is promoted and this is needed to continue learning throughout one’s life. In a world where knowledge is constantly evolving, it is essential to continuously update one’s own knowledge and go beyond the classroom.
In today’s world, it’s crucial for students to understand global issues, cultures, and perspectives and lessons that cultivate global awareness and encourage responsible global citizenship are being incorporated into the syllabus.
Well-being of students: Mental and physical well-being were often sidelined in medical fields leading to stress and burnout among students. The Mentor and Mentee programs and Family adoption programs are two of the very innovative ventures to nurture the psychological health of the students.
Teacher’s training and upliftment: A new curriculum provides opportunities for professional development as educators to adapt new teaching methods and technologies. The concept of feedback still seems to be in the initial phases in the context of medical education in India, but feedback from students is now being encouraged for the overall growth and upgradation of the teachers.
They will no longer be dictatorial and pedantic but act as facilitators for the learning process.
To conclude, today’s education system is more student-centered, adaptable, inclusive, and focused on holistic development. It integrates technology, emphasizing critical thinking and practical skills, fostering collaboration, and promoting lifelong learning.
FURTHER READING
1. Englander R, Frank JR, Carraccio C, et al. Toward a shared language for competency-based medical education. Med Teach 2017; 39(6):582–587.DOI: https://doi.org/10.1080/0142159X.2017.1315066.
2. Ferguson PC, Caverzagie KJ, Nousiainen MT, et al. Changing the culture of medical training: An important step toward the implementation of competency-based medical education. Med Teach 2017;39(6):599–602. DOI: https://doi.org/10.1080/0142159X.2017.1315079.
3. Holmboe ES, Sherbino J, Long DM, et al. The role of assessment in competency-based medical education. Med Teach 2010; 32(8):676–682.DOI: https://doi.org/10.3109/0142159X2010.500704.
4. Medical Council of India. Competency based undergraduate curriculum for the Indian medical graduate. 2018. Volume 1–3. Available from: https://www.nmc.org.in/information-desk/for-colleges/ug-curriculum/.
5. Ten Cate O. Competency-based postgraduate medical education: Past, present and future. GMS J Med Educ 2017;34(5):Doc69. DOI: https://doi.org/10.3205/zma001146.
| ANNOUNCEMENT ASSOCIATION OF PHYSICIANS OF INDIA TRIPURA STATE BRANCH We are proud to announce that the 23rd Annual State Conference of Association of Physicians of India, Tripura State Branch (TAPICON-23) will be held on 13th and 14th January 2024 (Saturday and Sunday) at Agartala, Tripura. Theme: Applied Science in Pursuance of Excellence. For further information please contact: Prof. (Dr) Pradip Bhaumik, National Governing Body Member, API. and Dr Saumen Chaudhuri, Hony, General Secretary, API-TSB. E-mail id: apitripura@yahoo.in/apitripura2022@gmail.com Contact no: 9436120250, 9436120497, 07005649529 |
________________________
© The Author(s). 2023 Open Access. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by-nc/4.0/), which permits unrestricted use, distribution, and non-commercial reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.