A study of student feedback on Competency Based Medical Education (CBME) - a cross sectional study

Abstract

Introduction

The Competency-Based Medical Education (CBME) curriculum aims to produce competent medical graduates.

CBME and medical education technology conducts formative assessment. Regular student feedback is essential to

evaluate the effectiveness of the curriculum, and make improvements if necessary.

Aims and objectives:

1. To ascertain the perceptions of students on their experience with the CBME curriculum.
2. To assess the impact of various components of CBME on the creation of competent Indian Medical

Graduate

Methods

A cross-sectional study was conducted among undergraduate medical students in a tertiary care institute in North

Maharashtra. A pre-tested, semi-structured questionnaire was used to collect feedback on various aspects of the

CBME curriculum. A stratified sampling technique was used. From every phase of the course, around 30-50 students

were randomly selected to achieve a sample size of 90. The attrition rate was 30% and hence the final sample size

was 120.

Results

A total of 120 students participated in the study. The majority of students reported that the syllabus was properly

covered, and teaching methods were incorporated as prescribed by NMC. Most students reported a changing

pattern of assessment especially for Phase 3 students. This has created extra difficulty on top of an already

demanding medical curriculum.

Conclusion

The curriculum and its contents were effectively communicated to students. A lack of uniformity in assessment

formats has created challenges for phase 3 students. Formative assessment techniques need to be revised to be

more standardised and less time-consuming.

Recommendations

A trusted partnership can be developed between students and curriculum designers with consistent communication

and feedback.