Abstract

Background: Medical education in India has undergone significant shift recently with the implementation of competency-based medical education (CBME) in August 2019. The results of this study can be a valuable input to the National Medical Commission for curriculum development.

Aims and Objectives: The objective of this study was to understand the level of awareness of CBME among students, know their satisfaction with the new learning methods, and get their suggestions.

Materials and Methods: A pre-validated questionnaire with ten yes/no questions, eight 5-point Likert scale questions, and seven open-ended questions was used to capture students’ perspectives on CBME.

Results: Overall, the students had a positive response. The study also highlights some areas of concern, such as the lack of early clinical exposure experienced by some students and the relatively low participation in reflective writing. Many students considered logbook as a burden as they could not understand its aim. Management of supplementary batches requires reconsiderations. There are differences in opinion about the optimal duration of the phases of MBBS course.

Conclusion: Students find the curriculum helpful in their learning and development. The findings suggest that the new curriculum is on the right track, but that there are some areas that need to be improved.

Key words: Competency-based medical education; Indian Medical Graduate; Teaching Methods