Article type :
Review Article
Author :
Kshirsagar Santosh V, Shingade Poonam, Teli Chandrika, Kshirsagar Santosh V, Shingade Poonam, Teli Chandrika, Kshirsagar Santosh V, Shingade Poonam, Teli Chandrika
Volume :
12
Issue :
3
Abstract :
India’s undergraduate medical education system has undergone a significant structural change in its governance and regulatory framework since the introduction of National Medical Commission’s [NMC] Competency-Based Medical Education [CBME] curriculum in the year 2019. CBME is aimed to standardize medical education across the country by detailing learning outcomes, teaching schedules, and assessment formats. Before CBME Implementation, state health universities had freedom to design and implement their curricula. A document review-based exploration is carried out to understand extent and nature of the role played by State Health Universities [SHSUs] in interpreting and contextualizing the NMC framework. The themes identified were curriculum autonomy, regional contextualization, faculty engagement and development, assessment regulations, and feedback mechanisms. The paper explores how State Health Universities [SHSUs] can reconsider their role and responsibilities in light of CBME implementation.
Keyword :
Competency-Based Medical Education (CBME) curriculum, National medical council, Undergraduate curriculum, Health university