FACULTY PERSPECTIVES ON THE IMPLEMENTATION OF COMPETENCY-BASED MEDICAL EDUCATION AT A TERTIARY CARE HOSPITAL IN INDIA

DANASEGARAN MURUGESAN; AYIESWURYA VAITHILINGAM; RASHMI RAMANATHAN; THIRUMARAN MUTHUKUMARASAMY; VIVIN VINCENT; JEEVITHAN SHANMUGAM

doi:10.22159/ajpcr.2025v18i2.53472

Authors

DANASEGARAN MURUGESAN Department of Physiology, Vinayaka Missions Medical College and Hospital, Karaikal, India.
AYIESWURYA VAITHILINGAM Department of Anatomy, Mahatma Gandhi Medical College and Research Institute, Puducherry, India.
RASHMI RAMANATHAN Department of Physiology, KMCH Institute of Health Sciences and Research, Coimbatore, Tamil Nadu, India
THIRUMARAN MUTHUKUMARASAMY Department of Physiology, Vinayaka Mission’s Medical College, Karaikal, India.
VIVIN VINCENT Department of Community Medicine, JNUIMSRC, Jaipur, Rajasthan, India.
JEEVITHAN SHANMUGAM Department of Community Medicine, KMCH Institute of Health Sciences and Research, Coimbatore, Tamil Nadu, India.

DOI:

https://doi.org/10.22159/ajpcr.2025v18i2.53472

Keywords:

Competency-based medical education, Faculty perspectives, Challenges, Medical curriculum, Feedback mechanisms

Abstract

Objective: The objective of this study was to assess the perspectives of faculty members at Andaman and Nicobar Islands Institute of Medical Sciences (ANIIMS), Port Blair, on the implementation of CBME.

Methods: Forty-three faculty members had participated in a cross-sectional study at ANIIMS, Port Blair. A structured and validated questionnaire from previous CBME studies in India was utilized, featuring both closed-ended (five-point Likert scale) and open-ended questions. The questionnaire assessed faculty preparedness, perspectives, and challenges in implementing CBME, covering domains such as familiarity with CBME, training levels, resource constraints, and perceived bottlenecks. It was administered through Google forms, shared in person and through electronic media. Data were analyzed using SPSS version 27, with descriptive statistics for categorical variables and subgroup comparisons performed using the Chi-square test at a significance level of p<0.05.

Results: Most respondents were aware of the components of CBME (76.74%) and have participated in CBME-related training (69.77%). However, only 60.47% of respondents said that they were confident in their ability to teach in small groups, and only 51.16% said that they were familiar with assessment tools. Lack of administrative support (76.74%), time limits for defining specific learning objectives (76.74%), and a lack of faculty strength (88.37%) were the biggest obstacles. There were also logistical issues with interdepartmental cooperation (74.42%) and assessment (67.44%). Feedback systems were found to be in need of improvement, with 81.40% of respondents saying they needed more instruction on how to give constructive criticism.

Conclusion: Although ANIIMS faculty acknowledges CBME as a beneficial reform, they have major obstacles in the areas of personnel, training, and logistical assistance. To maximize CBME implementation and delivery, these weaknesses must be filled through focused faculty development initiatives, administrative actions, and resource distribution.

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