Document Type : Original Article


1 Department of Community Medicine, KMCH Institute of Health Sciences and Research, Coimbatore, Tamil Nadu, India

2 Department of Biochemistry, KMCH Institute of Health Sciences and Research, Coimbatore, Tamil Nadu,

3 Department of General Medicine, KMCH Institute of Health Sciences and Research, Coimbatore, Tamil Nadu, India

4 Department of Community Medicine, KMCH Institute of Health Sciences and Research, Coimbatore, Tamil Nadu, India,


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.


  1. The tyranny of the Medical Council of India’s new (2019) MBBS
    curriculum: Abolition of the academic discipline of family
    physicians and general practitioners from the medical education
    system of India. J Family Med Prim Care 2019;8:323‑5.
    2. Frank JR, Mungroo R, Ahmad Y, Wang M, De Rossi S, Horsley T.
    Toward a definition of competency‑based education in medicine:
    A systematic review of published definitions. Med Teach
    3. SharmaR, Bakshi H, Kumar P. Competency‑based undergraduate
    curriculum: A critical view. Indian J Community Med
    4. Medical Council of India, Competency based Undergraduate
    curriculum for the Indian Medical Graduate. Vol. 1. New Delhi,
    Medical Council of India; 2018.
    5. Medical Council of India, Competency based Undergraduate
    curriculum for the Indian Medical Graduate. Vol. 2. New Delhi,
    Medical Council of India; 2018.
    6. Medical Council of India, Competency based Undergraduate
    curriculum for the Indian Medical Graduate. Vol. 3. New Delhi,
    Medical Council of India; 2018.
    7. Medical Council of India. Early Clinical Exposure for the
    Undergraduate Medical Education Training Program;
    2019. p. 1‑43.
    8. M e d i c a l C o u n c i l o f I n d i a . A t t i t u d e , E t h i c s a n d
    Communication (AETCOM). Competencies for the Indian Medical
    Graduate. NewDelhi: Medical Council of India; 2018. Available from:‑content/uploads/2020/01/
    AETCOM_book.pdf. [Last accessed on 2020 Mar 7].
  2. 9. Medical Council of India. Alignment and Integration Module for
    Undergraduate Medical Education Program. New Delhi, Medical
    Council of India; 2019. p. 1‑34.
    10. ShahN, DesaiC, JorwekarG, BadyalD, SinghT. Competency‑based
    medical education: An overview and application in pharmacology.
    Indian J Pharmacol 2016;48:S5‑S9.
    11. Chacko TV. Moving toward competency‑based education:
    Challenges and the way forward. Arch Med Health Sci
    12. Basheer A. Competency‑based medical education in India: Are
    we ready? J Curr Res Sci Med 2019;5:1‑3.
    13. Srimathi T. A study on students feedback on the foundation
    course in first year MBBS curriculum. Int J Med Res Health Sci
    14. Singh S, Ghosh S, Pandya H. Foundation programme for MBBS
    students at entry level: Experience at an Indian medical school.
    South East Asian J Med Edu 2007;1:33‑7.
    15. Dyrbye LN, Thomas MR, Shanafelt TD. Medical student distress:
    causes, consequences, and proposed solutions. Mayo Clin Proc
    16. Dyrbye LN, Thomas MR, Shanafelt TD. Systematic review
    of depression, anxiety, and other indicators of psychological
    distress among U.S. and Canadian medical students. Acad Med
    17. Given JL, Tjia J. Depressed medical students’ use of mental health
    services and barrier to use. Acad Med 2002;77:918‑21.
    18. Guthrie E, Black D, Bagalkote H, Shaw C, Campbell M, Creed F.
    Psychological stress and burnout in medical students: a five‑year
    prospective longitudinal study. J R Soc Med 1998;91:237‑43.
    19. Sidik MS, Kaneson N. The prevalence of depression among
    medical students. Malays J Psychiatry. 2003;11:12‑17.
    20. Yusoff MS, Rahman A. Stress management for medical
    students: A systematic review. In: Social Sciences and Cultural
    Studies‑Issues of Language, Public Opinion, Education and
    Welfare. Vol. 1. London, IntechOpen Limited; 2012. p. 477‑97.
    21. Premkumar K, Vinod E, Sathishkumar S, Pulimood AB,
    Umaefulam V, Prasanna Samuel P, et al. Self‑directed learning
    readiness of Indian medical students: a mixed method study.
    BMC Med Educ 2018;18:134.
    22. Kar SS, Premarajan KC, Ramalingam A, Iswarya S, Sujiv A,
    Subitha L. Self‑directed learning readiness among fifth semester
    MBBS students in a teaching institution of South India. Educ
    Health (Abingdon) 2014;27:289‑92.
    23. Madhavi KV, Madhavi BD. Readiness for self‑directed learning
    among undergraduate medical students of Andhra Medical
    College, Visakhapatnam. Int J Community Med Public Health
    24. Sangappa SB, Tekian A. Communication skills course in an Indian
    undergraduate dental curriculum: a randomized controlled trial.
    J Dent Educ 2013;77:1092‑8.
    25. Choudhary A, Gupta V. Teaching communications skills to
    medical students: Introducing the fine art of medical practice.
    Int J Appl Basic Med Res 2015;5:S41‑4.
    26. Komattil R, Hande SH, Mohammed CA, Subramaniam B.
    Evaluation of a personal and professional development module
    in an undergraduate medical curriculum in India. Korean J Med
    Educ 2016;28:117‑21.
    27. Ashin S, Shahid A, Gondal GM. Teaching communication skills
    and medical ethics to undergraduate medical students. J Adv
    Med Prof 2013;1:72‑76.
    28. Modi JN, Anshu ‑, Chhatwal J, Gupta P, Singh T. Teaching and
    Assessing Communication Skills in Medical Undergraduate
    Training. Indian Pediatr 2016;53:497‑504.
    29. Naineni K, Rao GVR, Saie U. Addressing the challenges of training
    in communication skills in medicine in India. J Res Med Educ
    Ethics 2016;6:10‑14.
    30. Rustagi SM, Mohan C, Verma N, Nair BT. Competency‑based
    medical education: The perceptions of faculty. J Med Acad
    31. Rawekar A, Jagzape A, Srivastava T, Gotarkar S. Skill Learning
    Through Early Clinical Exposure: An Experience of Indian
    Medical School. J Clin Diagn Res 2016;10:JC01‑4.
    32. Das P, Biswas S, Singh R, Mukherjee S, Ghoshal S, Pramanik D.
    Effectiveness of early clinical exposure in learning respiratory
    physiology among the newly entrant MBBS students. J Adv Med
    Educ Prof 2017;5:6‑10.
    33. Kar M, Kar C, Roy H, Goyal P. Early Clinical Exposure as a
    Learning Tool to Teach Neuroanatomy for First Year MBBS
    Students. Int J Appl Basic Med Res 2017;7:S38‑S41.
    34. WenrichMD, JacksonMB, WolfhagenI, RamseyPG, ScherpbierAJ.
    What are the benefits of early patient contact?‑A comparison
    of three preclinical patient contact settings. BMC Med Educ