Faculty Development for Competency Based Medical Education : Global, National and Regional Perspectives :
Faculty Development for Competency Based Medical Education
Keywords:
Faculty development , Competency based medical education, inter-professional educationAbstract
Medical Education is experiencing a global shift towards competency based medical education (CBME), an
outcome-based framework that requires integration of knowledge, skills, values and attitudes into observable,
measurable competencies. Faculty development in CBME is crucial to its successful implementation due to
differences from the traditional approach. The global, national and regional perspectives with regard to CBME and
its implementation and what faculty development must focus on in the CBME context are presented. The
experiences from Southeast Asia while implementing CBME are shared. The developments in India at national and
regional level, specifically, the National Faculty Development Programme initiative of the Medical Council of India
and regional initiatives at the level of health science universities and related perspectives are presented. The
elements of faculty development critical to successful CBME implementation are highlighted. The challenges and
strategies in order to maximize the possibility of successful implementation of CBME are discussed. A well planned
faculty development strategy can address the deficiencies in training of health professionals towards improved
health outcomes through CBME. [Payal B NJIRM 2017; 8(5):89-95]
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S, Horsley T. Toward a definition of competencybased
education in medicine: a systematic review
of published definitions. Medical Teacher. 2010;
32(8):631-7.
2. Frank JR, Snell LS, Cate OT, Holmboe ES, Carraccio
C, Swing SR, Harris P., Glasgow NJ, Campbell C,
Dath D, Harden RM. Competency-based medical
education: theory to practice. Medical teacher.
2010; 32(8):638-45.
3. Gruppen LD, Mangrulkar RS, Kolars JC. The
promise of competency-based education in the
health professions for improving global health.
Human Resources for Health. 2012; 10(1):43.
4. Carraccio C, Wolfsthal SD, Englander R, Ferentz K,
Martin C. Shifting paradigms: from Flexner to
competencies. Academic Medicine. 2002;
77(5):361-7.
5. Snell LS, Frank JR. Competencies, the tea bag
model, and the end of time. Medical Teacher.
2010 Aug 1;32(8):629-30.
6. Harris P, Snell L, Talbot M, Harden RM,
International CBME Collaborators. Competencybased
medical education: implications for
undergraduate programs. Medical Teacher. 2010
Aug 1;32(8):646-50.
7. Iobst WF, Sherbino J, Cate OT, Richardson DL,
Dath D, Swing SR, Harris P, Mungroo R, Holmboe
ES, Frank JR, International CBME Collaborators.
Competency-based medical education in
postgraduate medical education.Medical teacher.
2010 Aug 1;32(8):651-6.
8. Campbell C, Silver I, Sherbino J, Cate OT, Holmboe
ES, International CBME
Collaborators.Competency-based continuing
professional development. Medical Teacher. 2010
;32(8):657-62.
9. Carraccio C, Englander R, Van Melle E, Ten Cate O,
Lockyer J, Chan MK, Frank JR, Snell LS. Advancing
competency-based medical education: a charter
for clinician–educators. Academic Medicine.
2016;91(5):645-9.
10. Dath D, Iobst W, International CBME
Collaborators.The importance of faculty
development in the transition to competencybased
medical education.Medical Teacher.
2010;32(8):683-6.
11. World Federation for Medical Education |
Enhancing Quality Worldwide [Internet]. The
World Federation for Medical Education. 2017
[cited 25 November 2017]. Available from:
http://wfme.org/ .
12. Malaysian Medical Council. Guidelines for
Accreditation of the Malaysian Undergraduate
Medical Education Programme[Internet]
2015.Official Portal of Malaysian Medical
Council.[cited 25 November 2017] Available from:
http://www.mmc.gov.my/images/contents/downl
oadable/Accreditation%20Guidelines%202016.pdf
13. Wong RS, Kadir SY. Medical education in Malaysia:
quality versus quantity. Perspect Med Educ .2017;
6:10–11.DOI 10.1007/s40037-016-0319-8
14. Tukiman NF, Abiddin NZ. Exploring Competency-
Based Medical Education Among Specialist
Doctors in Malaysia. International Journal of
Education and Learning Systems. 2017; 2:156-166
15. Malaysian Medical Council. A guidebook for house
officers [Internet]. 2008.Official Portal of
Malaysian Medical Council.[cited 25 November
2017] Available from:
http://www.mmc.gov.my/images/contents/ethica
l/A-Guidebook.pdf
16. Khoo SM, Lahiri M, Huggan PJ, Archuleta S,
Olszyna DP, Goh WP, Chua GS, Ho KY. When
traditional model meets competencies in
Singapore: beyond conflict resolution. Ann Acad
Med Singapore. 2014;43:544-9.
17. Academic Medicine Education
Institute[SG].Faculty Development Overview[Internet]. Academic-medicine.edu.sg. 2017 [cited
25 November 2017]. Available from:
https://www.academicmedicine.
edu.sg/amei/facultydevelopment/
overview
18. Medical Council of India.Vision 2015
[Internet].2011. Medical Council of India. [cited 25
November 2017] :New Delhi Available
from:https://old.mciindia.org/tools/announceme
nt/MCI_booklet.pdf
19. Medical Council of India.Revised-GME-2012[cited
25 November 2017] Available from:
http://iafmonline.in/data/circularnotifications/
Revised-GME-2012.pdf
20. Modi JN, Gupta P, Singh T. Competency-based
medical education, entrustment and assessment.
Indian Pediatr. 2015 ;52(5):413-20.
21. Chacko, TV. Moving toward competency-based
education: Challenges and the way forward.
Archives of Medicine and Health
Sciences. 2014;2(2): 247 - 253.
22. Patel V, Patel VR. MCI regulations on graduate
medical education, 2012-Are we ready for
paradigm shift. NHL J Med Sci. 2012 Jul;1:5-6.
23. Medical Council of India. National Faculty
Development Programme[Internet]. 2017.
Summary of Teachers trained. Available from:
https://www.mciindia.org/documents/informatio
nDesk/2.%20Summary%20of%20teachers%20trai
ned.pdf
24. Medical Council of India. National Faculty
Development Programme[Internet] 2015. MCI
Decisions on MET.2015. [cited 25 November
2017] Available from:
https://www.mciindia.org/documents/informatio
nDesk/3.%20MCI_decisions_on_MET.pdf
25. Medical Council of India. National Faculty
Development Programme[Internet] 2015.
Programme of the revised Basic Course Workshop
w.e.f August 2015. [cited 25 November 2017]
Available from:
https://old.mciindia.org/fdp/8.%20Three%20day
%20revised%20BCW%20programme.pdf
26. Medical Council of India. National Faculty
Development Programme[Internet]2015.One-day
Sensitization programme on Attitude and
Communication (AT-COM) module for Resource
Faculty of Nodal & Regional Centres, MEU
coordinators/Co-coordinators, MEU faculty,
Faculty Curriculum Committee members. [cited 25
November 2017] Available from:
https://old.mciindia.org/fdp/8.%20Three%20day
%20revised%20BCW%20programme.pdf
27. Maharashtra University of Health Sciences.
https://www.muhs.ac.in/ [Cited: 25 November
2017]
28. Bansal PK, Marathe S, Shere PM, Phadke MA.
Needs assessment as a strategic planning tool.
Medical education. 2010 May 1;44(5):515.â€
29. Jamkar A, Bansal P, Patrikar S, Baxi G. Expected
surgical competencies of an Indian medical
graduate: A gap analysis using a cross-sectional
survey. Educ Health. 2015;28(1):4-10.
30. Bansal P. Measuring self-perceptions regarding
student-centeredness in health professions
educators following a faculty development
intervention: a cross-sectional study
[[Thesis].[Maastricht]: Maastricht University;
2016.
31. Dhamangaonkar AC. Why are students keeping
away from wards?. J Postgrad Med 2008;54:331
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Published
2018-02-06
How to Cite
Bansal, P., Supe, A., Sahoo, S., & Vyas, R. (2018). Faculty Development for Competency Based Medical Education : Global, National and Regional Perspectives :: Faculty Development for Competency Based Medical Education. National Journal of Integrated Research in Medicine, 8(5), 89–95. Retrieved from http://nicpd.ac.in/ojs-/index.php/njirm/article/view/1315
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