2. A projected state of affairs that a
person/system plans to achieve
2
For example:
Where does person/system want to
reach?
What does person/system want to
attain?
Goal
5. Medical Council of India has introduced
competency-based medical education
(CBME) from 2019
The goal of CBME is to produce an
Indian Medical Graduate (IMG)
6. Indian Medical Graduate (IMG)
IMG should possess requisite knowledge,
skills, attitudes, values and responsive-
ness, so that he/she may function appro-
priately and effectively as a physician of
first contact of the community while being
globally relevant
(Graduate Medical Education Regulations, 2019)
7. National Goals
Indian Medical Graduate should be able to:
(a) Recognize “health for all” as a national
goal and health right of all citizens and by
undergoing training for medical profession
fulfill his/her social obligations towards
realization of this goal
(b) Learn every aspect of National policies
on health and devote herself/himself to its
practical implementation
Continued …
8. (c) Achieve competence in practice of
holistic medicine, encompassing promotive,
preventive, curative and rehabilitative
aspects of common diseases
(d) Develop scientific temper, acquire
educational experience for proficiency in
profession and promote healthy living
(e) Become exemplary citizen by
observance of medical ethics and fulfilling
social and professional obligations, so as to
respond to national aspirations
(GMER, 2019)
9. Institutional Goals
In consonance with the national goals,
each medical institution should evolve
institutional goals to define the kind of
trained manpower (or professionals)
they intend to produce
(GMER, 2019)
11. Goal, roles and competencies
To perform those roles, the IMG
needs certain competencies
To achieve that goal, IMG has to
perform some roles
Health care delivery system has a
goal
12. IMG has to function as a:
• Clinician
• Communicator
• Leader
• Life-long learner
• Professional
13. Clinician
A clinician who provides preventive,
promotive, curative, palliative and
holistic care with compassion
14. • Understand normal and abnormal
structure and function
• Be capable of clinical problem solving
• Understand medico-legal, ethical and
humanitarian principles of health care
• Know when to refer patients to others
• Understand national & regional health
care policies
For clinician’s role, IMG should:
15. A communicator who can communicate
with patients, families, colleagues and
community
Communicator
16. • Patients in their language
• Families of patients
• His/her colleagues
• Entire communities
The IMG should be able to
communicate with sensitivity,
respect and effectiveness with:
17. A leader and member of health care
team and system with capabilities to collect,
analyze, synthesize and communicate
health data appropriately
Leader
18. • Lead the health care team effectively and
responsibly
• Respect roles and responsibilities of other
team members
• Be able to educate and motivate other
team members
• Understand national health policies and
priorities
In leadership role, IMG should:
20. • Objective self-assessment
• Critical evaluation of medical literature
• Applying new knowledge and skills in
patient care
• Introspection and using experiences to
enhance professional growth
As a life-long learner, IMG should
be capable of:
21. A professional who is committed to
excellence, is ethical, responsible and
accountable to patients, community
and profession
Professional
22. • Practice selflessness, integrity,
responsibility and accountability
• Abide by ethical and legal codes
• Respect professional boundaries
• Be committed to growth of medical
profession
As professional, IMG should:
23. To play his/her multifarious roles, the
IMG requires a wide range of
competencies
The competencies expected in the IMG
are listed in Graduate Medical
Education Regulations (GMER), 2019
24. Competency
24
Competency is the ability to deliver a
specified professional service
The IMG has to perform various
professional tasks
The competency-based curriculum is a
collection of these tasks
25. The IMG has to acquire all the listed core
competencies
But competencies can’t be acquired as
such
Competencies have to be broken down
into small objectives
Competencies and Objectives
26. SLOs are what a learner should be able
to do at the end of a particular learning
session
Dividing competencies into SLOs makes
learning easier
Specific Learning Objectives (SLOs)
27. Learning objectives pertain to different
domains
Some objectives may pertain to a single
domain
Some may pertain to more than one
domains
Learning Objectives and Domains
29. Teaching-learning methods
and domains
A teaching-learning method has to be
selected for each objective
The method would depend upon the
domain to which the objective is related
30. Assessment methods and domains
An assessment method has to be
selected for each objective
Assessment method would depend
upon the domain related to the objective
