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Development of a module to successfully implement competency-based medical education program in an institute
Open accessAbstract
Medical education aims to train students in such a way that they are empowered to meet the health needs of the population. Competency-based medical education (CBME) aims to ensure that the student acquires the desired competencies to meet the needs of people in a community and even addresses the constraints attributed to the conventional medical education. Institutes with an active CBME program in place, but in novice stages, have an immense need to sensitize the faculty or the postgraduate students about the different domains of CBME. Having a module, which is designed in a systematic and structured manner, can prove to be a wonderful tool to carry out the sensitization session. The overall process of preparation of a module goes through the stages of needs assessment, designing of the module, and finally the development of a module. To conclude, the presence of a structured module built on the comprehensive needs assessment can help an institute to successfully implement CBME within their setup.
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“Numerous benefits of community-based medical education have been reported in the literature, such as promoting a more patient-oriented perspective that offers a broader range of learning opportunities for students to acquire knowledge, psychomotor skills, attitudes, and communication skills as well as providing students with the opportunity to learn about general and family medicine practice in a”
From Perceptions of Stakeholders and the Way Forward to Implementing the Family Adoption Programme in Medical Education: A Study From Assam, India (2024) · cites this paper as [4]
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Research works printed but not linked: 3
- Shah, 2016, Competency-based medical education: An overview and application in pharmacology, Indian J Pharmacol, S5
- Touchie, 2016, The promise, perils, problems and progress of competency-based medical education, Med Educ, 93
- Lau, 2014, Computer-based teaching module design: Principles derived from learning theories, Med Educ, 247
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Baruah, A., & Choudhari, S. G. (2024) · Cureus · doi:10.7759/cureus.63586 · Cited by 11
“…perspective that offers a broader range of learning opportunities for students to acquire knowledge, psychomotor skills, attitudes, and communication skills as well as providing students with the opportunity to learn about general and family medicine practice in a rural setting [4].”
Background
Metadata
- Authors
- Shrivastava, S., Shrivastava, P., & Ramasamy, J.
- Affiliations
- Shri Sathya Sai Medical College and Research Institute (IN)
- ORCID
- Ramasamy, Jegadeesh
- Venue
- Muller Journal of Medical Sciences and Research
- Published
- 2018
- Volume
- 9
- Issue
- 1
- Pages
- 27
- ISSN
- 0975-9727 (ISSN-L)
- OpenAlex
- W2791405796
- Cited by
- 10
- References
- 0
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 3 · 2021: 1 · 2019: 2 · 2018: 1
- FWCI
- 0.96
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc-sa
- Locations
- Muller Journal of Medical Sciences and Research (publishedVersion, cc-by-nc-sa)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Innovations in Medical Education
- Health Sciences › Health Professions › General Health Professions › Health and Medical Education
- Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Competency Development and Evaluation
- Keywords
- competency-based medical education, graduate students, needs assessment, instructional module development, medical education reform
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