Journal of Education and Health Promotion

Abstract INTRODUCTION: Medical education in India is experiencing a paradigm shift from traditional
curriculum to competency‑based medical education (CBME). It de‑emphasizes time‑based training
and promises greater accountability, flexibility, and learner centeredness. Faculty development is
integral in the context of CBME. Considering faculty perceptions toward the new CBME and addressing
the difficulties will play a vital role in successful implementation.
MATERIALS AND METHODS: A cross‑sectional study was carried out among 297 teaching faculty
in 91 medical colleges across 20 states all over India between February and July 2020. A structured
validated questionnaire on CBME was used to collect the responses through Google forms and was
exported and analyzed in Microsoft Excel.
RESULTS: More than 80% opined that Faculty members in departments are not adequate for
successful CBME implementation. Reflective learning, early clinical exposure, and elective posting
were accepted by 60.2%, 70.4%, and 45.5% of the faculty, respectively. Around 81.8% welcomed
horizontal integration, whereas only 54.2% favored vertical integration during the Phase I MBBS.
CONCLUSION: Few reforms such as curtailing the duration of foundation course, sensitization of
all medical teachers through faculty development programs, better synchronized vertical integration,
increasing the strength of faculty in each department, and adequate infrastructure for skills laboratory
can be undertaken as per faculty suggestions.

Abstract Early clinical exposure (ECE) is a teaching‑learning methodology which fosters the exposure of
medical students to the patients as early as the first year of medical college. A worldwide number of
research studies investigated the outcome of ECE and found, ECE sessions motivate the medical
student in various ways making their academic strength, improve clinical skills, and improve
communication skills and making them more confident. In the medical curriculum, ECE makes an
overall impact on student’s performance and confidence. Planning of ECE in real‑time practices
can be done in different settings with the use of appropriate resources such as logbook, textbooks,
notes, instruments, learning material, case record sheets, and computers. Herewith, we reviewed
the scientific base responsible for these outcomes and discussed different ECE settings and their
outcome. The Medical Council of India in new educational reforms made ECE sessions compulsory
from 2019 in undergraduate medical curriculum. In conclusion, the challenge for health professions
education is to look for ways to improve the quality of clinical education by comparing students’
understanding and modifying practices of clinical education in new circumstances. Early clinical
experience will definitely play a crucial role in this context, only if proper strategies are implemented.
This systemic review article highlights ECE settings and scientific basis in a theoretical way helpful
for medical faculties during its implementation in regular teaching.

Abstract BACKGROUND: A novel innovation in medical education was initiated by the Medical Council of
India after 21 years. Competency‑based medical education (CBME) is an effective outcome‑based
strategy, which requires integration of knowledge, attitude, skills, values, and responsiveness. The
aim was to assess the students’ perspectives on competency‑based medical curriculum.
MATERIALS AND METHODS: This cross‑sectional descriptive study was conducted among 1st year
MBBS students (2019–2020 batch). A validated questionnaire was administered through Google link
among phase I medical students of various medical colleges across India by multistage sampling.
RESULTS: A total of 987 students from 74 medical colleges in India responded. Nearly three‑fourths
opined that foundation course (FC), attitude ethics communication module, and early clinical exposure
were necessary. Horizontal integration was more appreciated to vertical integration. Maintaining log
books was perceived as time‑consuming and cumbersome.
CONCLUSION: The CBME when meticulously adopted will inspire student enthusiasm for learning.
Few reforms such as curtailing the duration of FC, diffuse sessions on stress and time management,
better synchronized vertical integration, and an exemplary implementation of adult learning techniques
can be undertaken.