This document discusses competency-based medical education and outlines the goals, roles, and competencies of an Indian Medical Graduate. The goals are to create doctors with the necessary knowledge, skills, attitudes, and values to function effectively as primary care physicians in both urban and rural areas of India. It defines competency as the application of communication, clinical reasoning, and other abilities for patient benefit. The document also discusses the seven domains of competence and compares competency-based and traditional medical curricula. It provides examples of developing competencies over time, such as managing hypertension at different academic levels.

1. MEU WORKSHOP
Indian Medical Graduate(IMG)
Goals, Roles and Competencies
Prof Dr Sanjev Dave
Dept Community Medicine
SMMH GMC SRE UP

10. LEARNING OBJECTIVES
How to Link
National Health Needs to Competencies and
Objectives

11. Learning objectives
 Define goal, roles and competencies and explain the
relation with each other
 Elaborate the principles of competency based learning
 Be sensitized to the goals, roles and global
competencies developed by MCI

12. How to Link ---National Health Needs to
Competencies and Objectives

14. The proposed undergraduate medical education program
is designed to create an “Indian Medical Graduate”.
TheIndian medical graduate will have the necessary
competencies
(knowledge, skills, and attitudes) to assume his or her role as a
health care provider to the people of India and the world.
The goals of the M.B.B.S. training program are to create
doctors - with requisite knowledge, skills, attitudes, values and
responsiveness, so that they may function appropriately and
effectively as a Basic Doctor, physicians of first contact for the
community in the primary care setting both in urban as well as
rural areas of our country.

17. Definitions
Goal: A projected state of affairs that a person or system
plans to achieve
- Wheredoyou want togo?
- Whatdoyou want to become?

19. Definitions
Competency:
The habitual and judicious use of
communication, knowledge, technical
clinical reasoning, emotions, values,
skills,
and
reflection in daily practice for the benefit of the
individual and community being served
-
W
hat

20. Competencies
 Specific, measurable competencies are identified
and guided by the needs of the community
 Learners will work towards them until
theyare achieved
 Corecompetencies are identified priorto
the course commencement and the
entire curriculum is built around these
competencies

21.  Competency: An observable ability of a health
professional, integrating multiple components -
knowledge, skills, values and attitudes
 Competent: Possessing the required abilities in all
domains in a certain context at a defined stage of
medical education or practice
 Competence: Entails more than the possession of
knowledge, skills and attitudes. It requires you to apply
these abilities in the clinical environment to achieve
optimal results

22. Seven domains ofcompetence
1. Clinical skills and patientcare
2. Professionalism
3. Scientific and clinicalInquiry
4. Interpersonal and communicationskills
5. Systems of healthcare
6. Continuous improvement of care through reflective
practice
7. Medical knowledge

24. Group
work
Meritsand demeritsof the presentcurriculum

25. The present curriculum - Demerits
“Becomes a theoretician but not a clinician
He achieves high marks in exams
Targets a high rank in PG entrance exam
But fails to serve the need of community as a basic
family physician”

26. What is good in presentcurriculum?
 Includes teaching 'something of everything'
 It provides a comprehensive knowledge base
 Time bound - so one can plan the future
 Students will not remain under the impression that '
one day I will learn' which could be possible if it is
time free
 Provides a wide knowledge base
 Learners can build their practice

27. Dialogue…
What isCBME?

28. CBME vs traditional curriculum

29. Teaching a resident to suture correctly
 Identify differing suturingtechniques
 Identifywhen tousedifferent techniques
 Demonstrate various suturingtechniques

30. Management of hypertension
 1st year - be able to define blood pressure, and describe the
mechanisms involved in the regulation of blood pressure
 2nd year - describe patho-physiological mechanisms and enlist
drugs for the treatment of high blood pressure + describe these
drugs
 3rd year -decide appropriate line of treatment
 4th year- appropriately manage a case of hypertension

31. If I can demonstrate satisfactory skills to wash vegetables, cut
vegetables, light the gas stove, keep vessels on stove, add oil
and spices, play with vessels on stove etc. then, there still
remains no guarantee that I would prepare a delicious sambar
which will satisfy the people to whom my preparation is being
served to.


32.  Proposed Graduate Medical Regulations
 “Indian Medical Graduate” (IMG) possessing requisite
knowledge, skills, attitudes, values and responsiveness, so that
he or she may function appropriately and effectively as a
physician of first contact of the community while being
globally relevant.