Abstract :
Indian medical education has historically been based on a discipline-bound, syllabus-driven and examination-based approach that churned out generations of committed academicians and clinicians. However, with increasing expectations of healthcare like patient-centred care, interdisciplinary collaboration, safety, and rapid advances in science, the time-bound, lecture-dependent pedagogy emerged as short-sighted. Dependency based on memorisation was found inadequate to build clinical judgment, compassionate communication, and procedural skills. Identifying such loopholes, the National Medical Commission (NMC) launched Competency-Based Medical Education (CBME), a revolutionary model that produces definite graduate outcomes, uniformity in teaching–learning approaches, and renovates assessment practices. This review identifies India's shift from traditional pedagogy to CBME, stressing its relevance in developing competent, ethical, and patient-centred physicians.
Keyword :
Medical education in India; Competency-Based Medical Education (CBME); National Medical Commission (NMC); Traditional pedagogy; Outcome-based learning; Assessment reform