Medical Students’ Perspective toward Competency-based Medical Education Curriculum: A Cross-sectional Study

Abstract

The transition from traditional to competency-based medical curriculum within Indian medical institutions was motivated by regulatory bodies’ recognition of evolving disease patterns, socioeconomic conditions, and healthcare system expectations. Competency-based medical education (CBME) is “an approach to preparing physicians for practice that is fundamentally oriented to graduate outcome abilities and the organization around competencies derived from an analysis of societal and patient needs.” This cross-sectional study was conducted among 230 2 nd year (junior) and 3 rd year (senior) medical students. Students pursuing CBME curriculum were included in the study. Questionnaire comprised of three sections which included sociodemographic details, perspectives on the CBME curriculum using Likert-scale items and an open-ended item asking participants to write their own suggestions for improving the current curriculum. Data were entered into Microsoft Excel and analyzed using Jamovi statistical software (version 2.7.9). The mean age of the study participants was 21.7 ± 0.9 years. Regarding different teaching methods, 45 (19.6%) students were not familiar with any methods as such, 44.3% of the students are familiar with self-directed learning, 27.8% of the students are familiar with small group discussion. Juniors show higher odds of agreeing that the foundation course was beneficial. Juniors again have greater odds of agreeing that attitude ethics and communication was useful. Students consistently mentioned that more practical sessions, clinical exposure, and hands-on learning opportunities. Overall, the study indicated that CBME curriculum is widely accepted and perceived as an improvement, but its effectiveness depends on careful calibration of workload, assessment design, clinical exposure, and support for student well-being.