37 slide presentation involving learning objectives, introduction, components of CBME, teaching-learning-assessment-challenges in CBME, MCI UG curriculum and its future implicability
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
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
This interesting, illustrative presentation is a preliminary guide for preparing medical & paramedical teachers for effective teaching and enable them to conduct different courses for medical & paramedical students
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
role of physician in health care system.pptxDeepak Bansal
1: Learner should know 5 Roles of IMG(Indian Medical Graduate) as suggested by NMC correctly
Clinician
Leader and member of the healthcare team
Good Communicator
Lifelong learner
Professional.
2 : Learners should know some other Roles of physicians in the health care system correctly
Researcher
2. Teaching
3. Manager
4. Policy maker
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
The undergraduate medical education program is designed with a goal to create an
“Indian Medical Graduate” (IMG) possessing requisite knowledge, skills, attitudes,
values and responsiveness, so that he or she may function appropriately and
effectively as a doctor of first contact of the community while being globally relevant.
AETCOM module is a manifestation of this realization that endeavors to strike a balance between the five identified roles of an ‘Indian Medical Graduate (IMG)’ viz; Clinician, Leader & Member of health care team, Communicator, Life- long learner and Professional; right from the 1st professional year of training.
This interesting, illustrative presentation is a preliminary guide for preparing medical & paramedical teachers for effective teaching and enable them to conduct different courses for medical & paramedical students
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
role of physician in health care system.pptxDeepak Bansal
1: Learner should know 5 Roles of IMG(Indian Medical Graduate) as suggested by NMC correctly
Clinician
Leader and member of the healthcare team
Good Communicator
Lifelong learner
Professional.
2 : Learners should know some other Roles of physicians in the health care system correctly
Researcher
2. Teaching
3. Manager
4. Policy maker
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
The undergraduate medical education program is designed with a goal to create an
“Indian Medical Graduate” (IMG) possessing requisite knowledge, skills, attitudes,
values and responsiveness, so that he or she may function appropriately and
effectively as a doctor of first contact of the community while being globally relevant.
AETCOM module is a manifestation of this realization that endeavors to strike a balance between the five identified roles of an ‘Indian Medical Graduate (IMG)’ viz; Clinician, Leader & Member of health care team, Communicator, Life- long learner and Professional; right from the 1st professional year of training.
competency based education in nursing for msc nursing students in nursing education. It focuses more on the skill building of student nurse in education and also skill development of nursing teacher while teaching. It is not focused on the time consumption . Main aim is to make the nurse competent to increase the standards of care in nursing and also to provide better health care facilities. goal is to provide more competent nurses to health care system.
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).
Introduction of Objective Structured Clinical Examination as assessment tool ...iosrjce
IOSR Journal of Research & Method in Education (IOSRJRME) is an open access journal that publishes articles which contribute new results in all areas of research & method in education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on advanced research & method in education concepts and establishing new collaborations in these areas.
Welcome to Secret Tantric, London’s finest VIP Massage agency. Since we first opened our doors, we have provided the ultimate erotic massage experience to innumerable clients, each one searching for the very best sensual massage in London. We come by this reputation honestly with a dynamic team of the city’s most beautiful masseuses.
We understand the unique challenges pickleball players face and are committed to helping you stay healthy and active. In this presentation, we’ll explore the three most common pickleball injuries and provide strategies for prevention and treatment.
CHAPTER 1 SEMESTER V - ROLE OF PEADIATRIC NURSE.pdfSachin Sharma
Pediatric nurses play a vital role in the health and well-being of children. Their responsibilities are wide-ranging, and their objectives can be categorized into several key areas:
1. Direct Patient Care:
Objective: Provide comprehensive and compassionate care to infants, children, and adolescents in various healthcare settings (hospitals, clinics, etc.).
This includes tasks like:
Monitoring vital signs and physical condition.
Administering medications and treatments.
Performing procedures as directed by doctors.
Assisting with daily living activities (bathing, feeding).
Providing emotional support and pain management.
2. Health Promotion and Education:
Objective: Promote healthy behaviors and educate children, families, and communities about preventive healthcare.
This includes tasks like:
Administering vaccinations.
Providing education on nutrition, hygiene, and development.
Offering breastfeeding and childbirth support.
Counseling families on safety and injury prevention.
3. Collaboration and Advocacy:
Objective: Collaborate effectively with doctors, social workers, therapists, and other healthcare professionals to ensure coordinated care for children.
Objective: Advocate for the rights and best interests of their patients, especially when children cannot speak for themselves.
This includes tasks like:
Communicating effectively with healthcare teams.
Identifying and addressing potential risks to child welfare.
Educating families about their child's condition and treatment options.
4. Professional Development and Research:
Objective: Stay up-to-date on the latest advancements in pediatric healthcare through continuing education and research.
Objective: Contribute to improving the quality of care for children by participating in research initiatives.
This includes tasks like:
Attending workshops and conferences on pediatric nursing.
Participating in clinical trials related to child health.
Implementing evidence-based practices into their daily routines.
By fulfilling these objectives, pediatric nurses play a crucial role in ensuring the optimal health and well-being of children throughout all stages of their development.
Global launch of the Healthy Ageing and Prevention Index 2nd wave – alongside...ILC- UK
The Healthy Ageing and Prevention Index is an online tool created by ILC that ranks countries on six metrics including, life span, health span, work span, income, environmental performance, and happiness. The Index helps us understand how well countries have adapted to longevity and inform decision makers on what must be done to maximise the economic benefits that comes with living well for longer.
Alongside the 77th World Health Assembly in Geneva on 28 May 2024, we launched the second version of our Index, allowing us to track progress and give new insights into what needs to be done to keep populations healthier for longer.
The speakers included:
Professor Orazio Schillaci, Minister of Health, Italy
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
Telehealth Psychology Building Trust with Clients.pptxThe Harvest Clinic
Telehealth psychology is a digital approach that offers psychological services and mental health care to clients remotely, using technologies like video conferencing, phone calls, text messaging, and mobile apps for communication.
Navigating the Health Insurance Market_ Understanding Trends and Options.pdfEnterprise Wired
From navigating policy options to staying informed about industry trends, this comprehensive guide explores everything you need to know about the health insurance market.
2. The illiterates of the twenty first century
will not be those who can not read and
write but rather those who can not
learn, unlearn….. . and relearn.
Alvin Toffler
3. CONTENTS
1. Learning objectives
2. Introduction
3. CBME and its rationale
4. Its Components
5. Teaching learning method in CBME
6. Assessment of CBME
7. Implementation & Challenges of CBME
8. Competencies in UG curriculum
9. SWOT analysis and Future of CBME
4. LEARNING OBJECTIVES
At the end of presentation you will be able to
understand
Difference between conventional and competency
based learning.
Components of competency based medical
education.
Different models of competencies.
Expected competencies of Medical council of India.
Pros and cons of CBME.
5. INTRODUCTION
Competency based medical education(CBME) is an
outcomes-based approach to the design, implementation
and evaluation of a medical education program using an
organizing framework of competencies.(2) where
competency is defined as “the ability to do something
successfully and efficiently,”
6. INTRODUCTION…….
It is an approach to ensure the development of
competencies required to fulfill the patient’s needs in the
society.
Discourages time based training.
Promises greater accountability, flexibility, and learner-
centeredness.
It continues till the desired competency is achieved.
Assessments would be frequent and formative in nature,
and feedback would be inbuilt in the process of training.
7. Traditional Vs Competency based Medical Education
S.N Traditional Medical Education Competency Based Medical
Education
1 Subject centered Learner centered
2 Emphasizes Time based learning De-emphasizes Time based learning
3 Summative assessment Formative assessment
4 Little opportunity for feedback Feedback is process of training
5 Teaching – learning focuses on
knowledge
Teaching – learning focuses on attitude
and skill
6 Assesses via written and viva-
voce
Assesses for defined desired
competency
8.
9. THE COMPONENTS OF CBME
Three components of competency based medical
educations are :
1) Competency
2) Entrustable Professional Activity
3) Milestones
10. COMPETENCCY
Is the ability of health professional.
Is application of competencies in real setting.
Encompasses knowledge, skills, values and attitude.
It is predetermined in the curriculum.
Are contextual to the environment in which one
eventually will work
13. Competencies expected of an Indian Medical Graduate
MCI
Competency
Clinician
Leader &
Member
Commu
-nicator
Life
long
Learner
Professio-
nalism
14.
15. The Medical Council of India has also suggested Competencies for Indian
Medical Graduate
SN Competency Description
1. Clinician Who understands and provides preventive,
promotive, curative , palliative & holistic care with
2. Leader & member
of the health-
system
With capabilities to collect analyze, synthesize and
communicate health data appropriately
3. Communicator With patients, families, colleagues and community
4. Life long learner Committed to continuous improvement of skills
and knowledge
5. Professional Excellence is ethical, responsive, accountable to
patients, community and profession
16. ENTRUSTABLE PROFESSIONAL ACTIVITY
Are the descriptors of work that defines a profession.
EPA bridges the gap between theory and practice of
CBME.
Process and outcome are observable and measurable.
It requires multiple competencies in integrative and
holistic manner.
Requires definite set of knowledge, skill and attitude
17. ENTRUSTABLE PROFESSIONAL ACTIVITY
While looking after a disease one should competent of
Knowledge: Clinical presentation, required investigation
and treatment protocol.
Skill: Clinical interviewing, general and systemic
examination and interpretation of
investigation.
Attitude: Communication with empathy, inviting
questions and offering appropriate guidance
and advice
18. MILESTONES
Milestones are the step-by-step achievement of competencies.
Famous Dreyfus model is paradigm for milestones, it has five
levels.
1) Novice
2) Advanced beginner
3) Competent
4) Proficient
5) Expert
20. MILESTONES
oLevel 1:- Students only observe the EPA.
oLevel 2:- Student performs the EPA with direct,
proactive supervision.
oLevel 3:- Student performs the EPA with indirect
supervision.
oLevel 4:- Students is ready for independent,
unsupervised practice and is given the
“statement of awarded responsibility.
oLevel 5:- When the student is ready to assist other
learners in performing EPA
21. TEACHING-LEARNING METHODS IN CBME
CBME is learner-centered, offers flexibility in time and focuses
on cognitive, psychomotor and affective learning domains.
It should be more skill based, involving more clinical, hands-on
experience.
“Being a life-long learner” is one of the competency expected of
an IMG by the MCI.
The teacher’s role would be to facilitate the student’s progress,
to provide ample opportunities for self directed learning and to
make them incorporate them inbuilt behavior of feedback
22. NEWER TEACHING TECHNIQUE
Problem based learning
Case based learning
Community based research
Information communication technology
Flipped classroom
Team based learning
23. PBL CBL
Methods Open Inquiry Guided Inquiry
Pre-reading Material Not provided Provided
Role of Facilitator Passive
Don't guide question
Active
Uses guided question
Interaction with faculty More Less
Skill learned Problem solving Clinical
Conclusion May be false correct
Post session work More Less
Self directed learning and
listening skill
More Less
Difference between Problem based learning/Case based learning
24. Team Based Learning
Phase
1
• Pre-class study
Phase
2
• Individual readiness assurance test (iRAT)
• Team readiness assurance Test(tRAT)
• Team appeals and feedback
Phase
3
• Team application exercises(in classes and online)
25. ASSESSMENT OF CBME
The international collaborators of CBME have enlisted six key
features of effective assessment, these are :-
1) Continuous and frequent formative assessment.
2) It must be criterion based.
3) Work-based assessment needs to be done.
4) Assessment tools meet minimum standard of quality.
5) More qualitative approach in the form of judgments and
feedback.
6) There should be active involvement of Trainees
26. IMPLEMENTATION OF CBME IN THE INSTITUTES
Broadly three steps of curriculum planning and
strategies in Indian context.
Identification of competencies and contents.
Program organization and assessment planning.
Program evaluation.
Curriculum map as a tool can be used to ensure that
the competencies, the teaching-learning methods and
assessment methods are constructively aligned
27. CHALLENGES IN THE IMPLEMENTATION OF
CBME
1) Sensitization and training of stakeholders and faculties.
2) Uniform implementation throughout Indian Medical
Schools.
3) Comprehending what competency, EPA and milestones ?
4) Bringing about the paradigm shift is difficult task.
5) Procuring additional resources man, money and material.
6) Keeping equal pace in all learner is difficult.
7) Achieving a competent graduate is another challenge.
8) Reluctance and apprehension in learner and teacher as well
as administrator.
28. TOPICS AND OUTCOME IN PRE AND PARA-
CLINICAL SUBJET
S.N. Subjects Topic/
Outcome
1 Medicine 26/506
2 Anatomy 82/409
3 Pediatrics 35/406
4 Pathology 36/182
5 FMT 14/162
6 Surgery 30/155
7 Physiology 11/137
29. TOPICS AND OUTCOME IN PRE AND PARA-
CLINICAL SUBJET
S.N. Subjects Topic/Outcome
8 Obstetrics and Gynecology 38/126
9 Psychiatry 19/117
10 Community Medicine 20/107
11 Biochemistry 11/89
12 Pharmacology 05/85
13 ENT 04/76
14 Skin 18/73
15 Ophthalmology 09/60
30. TOPICS AND OUTCOME IN PRE AND PARA-
CLINICAL SUBJET
S.N. Subjects Topic/Outcome
16 Microbiology 08/54
17 Respiratory Medicine 02/47
18 Anesthesiology 10/46
19 Physical Medicine & Rehabilitation 9/43
20 Orthopedics 14/39
21 Dentistry 05/23
22 Radio diagnosis 01/13
23 Radiotherapy 05/16
31. TOPICS AND OUTCOME IN COMMUNITY
MEDICINE
S.N. Topics No. of Competency
1 Concept of health & diseases 10
2 Epidemiology 09
3 Reproductive maternal and child health 09
4 Environmental Health Problems 08
5 Nutrition 08
6 Epidemiology of communicable and non-
communicable diseases
07
7 Demography and vital statistics 07
32. TOPICS AND OUTCOME IN COMMUNITY
MEDICINE
S.N. Topics No. of Competency
8 Occupational Health 05
9 Health Care of Community 05
10 Occupational Health 05
11 Geriatric services 04
12 Disaster Management 04
13 Basic Statistics and its application 04
14 Health planning and Management 04
33. TOPICS AND OUTCOME IN COMMUNITY
MEDICINE
S.N. Topics No. of Competency
15 Recent advances in Community Medicine 04
16 Hospital waste management 03
17 Mental Health 03
18 Essential Medicine 03
19 Principles of health promotion & Education 03
20 International Health 02
Community Medicine 107
34. SWOT ANALYSIS OF COMPETENCY BASED
MEDICAL EDUCATION
STRENGTH
1)Learns as a art of Medicine
2)Capable in communication & ethics
3)Promises greater accountability
4)Learn Real life situation skills
5)Focuses on outcomes
WEAKNESS
1)Should not be considered as panacea
2)Lacking time bound/teacher driven
3)May produce chaotic situation
4)Slow learner may encounter anxiety
5)Not suited for higher level skills
OPPORTUNITIES
1)Expected to produce competent Drs.
2)Excellent Indian medical graduates
3)Uniqueness in professional practices
4)To prove better than conventional
5)Refreshment for faculty & admin
THREATS
1)Difficult for teachers & trainers
2)Uncritical and unworthy adoption
3)Additional resources required
4)Big ? Mark in defining competency
5)May loss the essence of tradition
35. THE FUTURE OF COMPETENCY BASED MEDICAL
EDUCATION
MCI Vision 2015 document is intending to gently
move towards competency based curriculum.
Hybrid approach has been suggested by MCI
wherein CBME should be inbuilt in the tenets of the
conventional curriculum in its initial phase followed
by gradual replacement so that expected benefits can
be measured and analyzed.
Principles of CBME if implemented as per regional
context and circumstances we may reap the fruits.
37. REFERENCES
1. Competency-based medical education: An overview and application in
pharmacologyNilima Shah, Chetna Desai,1 Gokul Jorwekar,2 Dinesh
Badyal,3 and Tejinder Singh42
2. The International CBME Collaborators Frank et al. Med Teach, 2010
3. Competency based undergraduate curriculum for the indian medical graduate
2018
4.International Journal of Community Medicine and Public Health Shunmugam J et
al. Int J Community Med Public Health. 2016 Jan;3(1):99-103
http://www.ijcmph.com
Editor's Notes
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