Medical education is changing to meet the demands of our evolving health care system. One of these changes is the development and implementation of competency-based medical education (CBME).
Assessment in CBME Competency Based Medical Education Dr Girish .B CISP 2 MCIDr Girish B
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Assessment in CBME Competency Based Medical Education Dr Girish .B CISP 2 MCIDr Girish B
Assessment in CBME Competency Based Medical Education by Dr Girish .B, Associate Professor, Department of Community Medicine, Chamarajanagar Institute of Medical Sciences (CIMS), Chamarajanagar, Karnataka
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Electives have been introduced in the new CBME curriculum of MBBS. This presentation is an attempt to provide some insights and ideas about Elective opportunities in Community Medicine.
37 slide presentation involving learning objectives, introduction, components of CBME, teaching-learning-assessment-challenges in CBME, MCI UG curriculum and its future implicability
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
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Hello friends. In this PPT I am talking about AETCOM (Attitude, Ethics and Communication module) of Pharmacology. If you like it, please do let me know in the comments section. A single word of appreciation from you will encourage me to make more of such videos. Thanks. Enjoy and welcome to the beautiful world of pharmacology where pharmacology comes to life. This video is intended for MBBS, BDS, paramedical and any person who wishes to have a basic understanding of the subject in the simplest way
This is my latest PPT on the Principles of student assessment in medical education which is illustrated with suitable pictures, diagrams for understanding better..
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37 slide presentation involving learning objectives, introduction, components of CBME, teaching-learning-assessment-challenges in CBME, MCI UG curriculum and its future implicability
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
AETCOM (Attitude, Ethics and Communication module)Karun Kumar
Hello friends. In this PPT I am talking about AETCOM (Attitude, Ethics and Communication module) of Pharmacology. If you like it, please do let me know in the comments section. A single word of appreciation from you will encourage me to make more of such videos. Thanks. Enjoy and welcome to the beautiful world of pharmacology where pharmacology comes to life. This video is intended for MBBS, BDS, paramedical and any person who wishes to have a basic understanding of the subject in the simplest way
This is my latest PPT on the Principles of student assessment in medical education which is illustrated with suitable pictures, diagrams for understanding better..
Integration in Competency based medical educationKhan Amir Maroof
Presented by Dr Amir Maroof Khan and Dr Dinesh Kumar in IAPSM Preconference workshop held on 16th March 2021 - online. Focused on Community Medicine.
Workshop convener: Dr Pankaj Shah
To be effective, an Integrated curriculum needs integrated assessment. This brief talk captures the essence of integrated evaluation carried out in Malaysia using a hybrid curriculum modelled after the British curricula. Harden's 11-step ladder of integration forms the basis of the talk.
In June 2016, training for doctors and nurses was held in the Kyzylorda and Mangistau regions. This presentation is a brief on the training outcomes and the reasons why we believe they were successful.
Continuous Workforce Development: The Next Rung on the Medical Assistant Care...nhanow
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From navigating policy options to staying informed about industry trends, this comprehensive guide explores everything you need to know about the health insurance market.
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Stewardship is the act of taking good care of something.
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
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ACCORDING TO apic.org,
Antimicrobial stewardship is a coordinated program that promotes the appropriate use of antimicrobials (including antibiotics), improves patient outcomes, reduces microbial resistance, and decreases the spread of infections caused by multidrug-resistant organisms.
ACCORDING TO pewtrusts.org,
Antibiotic stewardship refers to efforts in doctors’ offices, hospitals, long term care facilities, and other health care settings to ensure that antibiotics are used only when necessary and appropriate
According to WHO,
Antimicrobial stewardship is a systematic approach to educate and support health care professionals to follow evidence-based guidelines for prescribing and administering antimicrobials
In 1996, John McGowan and Dale Gerding first applied the term antimicrobial stewardship, where they suggested a causal association between antimicrobial agent use and resistance. They also focused on the urgency of large-scale controlled trials of antimicrobial-use regulation employing sophisticated epidemiologic methods, molecular typing, and precise resistance mechanism analysis.
Antimicrobial Stewardship(AMS) refers to the optimal selection, dosing, and duration of antimicrobial treatment resulting in the best clinical outcome with minimal side effects to the patients and minimal impact on subsequent resistance.
According to the 2019 report, in the US, more than 2.8 million antibiotic-resistant infections occur each year, and more than 35000 people die. In addition to this, it also mentioned that 223,900 cases of Clostridoides difficile occurred in 2017, of which 12800 people died. The report did not include viruses or parasites
VISION
Being proactive
Supporting optimal animal and human health
Exploring ways to reduce overall use of antimicrobials
Using the drugs that prevent and treat disease by killing microscopic organisms in a responsible way
GOAL
to prevent the generation and spread of antimicrobial resistance (AMR). Doing so will preserve the effectiveness of these drugs in animals and humans for years to come.
being to preserve human and animal health and the effectiveness of antimicrobial medications.
to implement a multidisciplinary approach in assembling a stewardship team to include an infectious disease physician, a clinical pharmacist with infectious diseases training, infection preventionist, and a close collaboration with the staff in the clinical microbiology laboratory
to prevent antimicrobial overuse, misuse and abuse.
to minimize the developme
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The speakers included:
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Dr Hans Groth, Chairman of the Board, World Demographic & Ageing Forum
Professor Ilona Kickbusch, Founder and Chair, Global Health Centre, Geneva Graduate Institute and co-chair, World Health Summit Council
Dr Natasha Azzopardi Muscat, Director, Country Health Policies and Systems Division, World Health Organisation EURO
Dr Marta Lomazzi, Executive Manager, World Federation of Public Health Associations
Dr Shyam Bishen, Head, Centre for Health and Healthcare and Member of the Executive Committee, World Economic Forum
Dr Karin Tegmark Wisell, Director General, Public Health Agency of Sweden
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There is a movement towards home-based care for the elderly, next generation scanning and MRI devices, wearable technology, artificial intelligence incorporation, and online connectivity. Experts also see a focus on predictive, preventive, personalized, participatory, and precision medicine, with rising levels of integration of home care and technological innovation.
The average cost of treatment has been rising across the board, creating additional financial burdens to governments, healthcare providers and insurance companies. According to MCG, cost-per-inpatient-stay in the United States alone rose on average annually by over 13% between 2014 to 2021, leading MedTech to focus research efforts on optimized medical equipment at lower price points, whilst emphasizing portability and ease of use. Namely, 46% of the 1,008 medical technology companies in the 2021 MedTech Innovator (“MTI”) database are focusing on prevention, wellness, detection, or diagnosis, signaling a clear push for preventive care to also tackle costs.
In addition, there has also been a lasting impact on consumer and medical demand for home care, supported by the pandemic. Lockdowns, closure of care facilities, and healthcare systems subjected to capacity pressure, accelerated demand away from traditional inpatient care. Now, outpatient care solutions are driving industry production, with nearly 70% of recent diagnostics start-up companies producing products in areas such as ambulatory clinics, at-home care, and self-administered diagnostics.
The dimensions of healthcare quality refer to various attributes or aspects that define the standard of healthcare services. These dimensions are used to evaluate, measure, and improve the quality of care provided to patients. A comprehensive understanding of these dimensions ensures that healthcare systems can address various aspects of patient care effectively and holistically. Dimensions of Healthcare Quality and Performance of care include the following; Appropriateness, Availability, Competence, Continuity, Effectiveness, Efficiency, Efficacy, Prevention, Respect and Care, Safety as well as Timeliness.
2. OUTLINE
• CBME
• Difference between old and new curriculum
• Components
• Teaching methods
• Competencies
• Challenges
3. Introduction
• Competency‐based medical education (CBME), originally introduced in 1978, has regained
momentum over the past decade.
• Competency – It is defined as “ the ability to do something successfully and efficiently”.
• According to international CBME Collaborators, 2009: An observable ability of a health
professional, integrating multiple components such as knowledge, skills, values and attitudes.
• Measurable
• Descriptors of physicians
4. International CBME Collaborators
• ICBME have been working since 2009 to promote the application of CBME in different medical
institutions worldwide.
• Principles outlined by ICBME in 2013 summit:
1. Based on the health needs of the population
2. Primary focus is desired outcomes for learners
3. Formation of the physician should be seamless
5.
6. CBME: Key Features
• Outcome based
• Learner centric
• Focusses on three domain of learning (K/S/A): Knowledge, Skill and
attitude
• Evaluation integrates all domains
• Self directed learning
• Time independent
• Learning is individualized
14. Competencies expected of an Indian medical
graduate (IMG)
COMPETENCY DESCRIPTION
Clinician Who understands and provides preventive, promotive,
curative, palliative and holistic care with compassion
Leader and member of the health care team and
system
With capabilities to collect, analyze, synthesize and
communicate health data appropriately
Communicator With patients, families, colleagues and community
Life longer learner Committed to continuous improvement of skills and
knowledge
Professional Who is committed to excellence is ethical, responsive and
accountable to patients, community and profession
15.
16.
17.
18. Entrustable Professional Activity (EPA)
• EPA means the work that defines a profession.
• For a medical student, EPA includes the role of clinician,
communicator and professional.
19.
20. Milestones in CBME
• Milestones in CBME refers to a significant point in development
where competencies are achieved gradually step by step.
• Milestones gives information on individual’s trajectory of competency
acquisition.
• Guides self assessment by learner.
21.
22.
23. Different teaching learning methods in CBME
• Teacher centric/Passive learning: Lecture cum demonstration,
Seminars and audio/video recordings
• Learner centric/Cognitive learning: Self directed learning/E-
learning, Roleplay and simulation/real life patient.
• Learner centric with deeper discussion: Case study, small group
discussions, DOAP and workshops.
24. Challenges
• Novice faculty/poor acceptance for CBME
• Duration of second professional reduced by 6 months
• Increased administrative requirements
• Need for faculty development
• Lack of models for flexible curriculum
• Inconsistencies in terms and definitions
• Lack of good assessments for some competencies
• Absence of a vision and a plan to bring about the reforms in curricular
delivery
25. • Infrastructure, learning resources and financial support
• Reluctant teaching staff and resistance to change
• No guidelines from the regulatory body for the mandatory
implementation
• Poor coordination between the undergraduate and postgraduate
curriculum
• No comprehensive plan and periodicity to streamline student
assessment
• Lack of clarity about CBME among Postgraduates (no sensitization)
29. REFERENCES
• Shrivastava, Saurabh Rambiharilal, and Prateek Saurabh Shrivastava. “Qualitative study to identify
the perception and challenges faced by the faculty of community medicine in the implementation
of competency-based medical education for postgraduate students.” Family medicine and
community health vol. 7,1 e000043. 24 Jan. 2019, doi:10.1136/fmch-2018-000043
• Ramanathan R, Shanmugam J, Sridhar MG, Palanisamy K, Narayanan S. Exploring faculty
perspectives on competency-based medical education: A report from India. J Educ Health Promot.
2021;10:402. Published 2021 Oct 29. doi:10.4103/jehp.jehp_1264_20
• Shah N, Desai C, Jorwekar G, Badyal D, Singh T. Competency-based medical education: An
overview and application in pharmacology. Indian J Pharmacol. 2016;48(Suppl 1):S5-S9.
doi:10.4103/0253-7613.193312
• Hamza DM, Ross S, Oandasan I. Process and outcome evaluation of a CBME intervention guided
by program theory. J Eval Clin Pract. 2020;26(4):1096-1104. doi:10.1111/jep.13344
30.
31.
32.
33.
34. What should be done
• Curtailing the duration of foundation course
• Sensitization of all medical teachers through faculty development
programs
• Better synchronized vertical integration
• Increasing the strength of faculty in each department
• Adequate infrastructure for skills laboratory