Implementing competency‐based medical education curriculum in undergraduate psychiatric training in India: Opportunities and challenges

Abstract

Medical education in India is undergoing a landmark transformation under the National Medical Commission implementing competency-based medical education (CBME). The CBME approach intends to ensure that medical graduates acquire the competencies needed to fulfill the health needs of the patient and society. This outcome-based approach shifts the focus from the traditional knowledge-based training to skill-based training valued on attitude, ethics, and communication (AETCOM) competencies. CBME thus aims to create medical professionals capable of providing holistic care with compassion and excellence embracing the global trends. The opportunity posed by the CBME should be utilized to sensitize and create interest among the learners about the science and scope of psychiatry. However, there are many challenges in the successful implementation of CBME, which have to be identified and addressed on time for serving the purpose. A basic tenet in CBME is to continue training until the desired competencies are achieved; in other words, to de-emphasize time-based learning. Moreover, the current COVID 19 pandemic is posing a significant influence on the execution of CBME implemented in August 2019. Online platforms could have several advantages in assisting the implementation of CBME; they provide an alternative to continue teaching-learning and assessment during these times and allow learners with the flexibility to learn at their own pace. In this article, we discuss the opportunities, including digital platforms and challenges to be overcame as well as the need for training the faculty toward assimilating the curriculum in the undergraduate psychiatric training.

Psychiatry training for medical students: A global perspective and implications for India’s competency-based medical education curriculum

“…CBME and robust assessment systems have been promoted and implemented throughout the world. [ 1 4 8 ] Furthermore, there has been a perceived need that students should be exposed to psychiatry training or teaching at earlier stages (foundation/pre-clerkship/pre-clinical years) to realize the aptitude mentioned above and skills. [ 19 20 29 ]…”

“…The outbreak has also affected students’ psychiatry training by disrupting their classes, clinical postings, or assessments. [ 8 15 ] Institutes across the world, including India, have come out with innovative T-L models (online classes, SG discussions, case simulations, ensuring availability of the resource materials, modified format of assessment) to circumvent these problems. However, their scope and implementation have been non-uniform.…”

“…[ 1 2 3 4 ] CBME works under the framework of an integrative model of teaching, student-driven learning, and skill- or competency-based (vs time-limited) learning and assessment. [ 5 6 7 8 ]…”

“…Despite the above positive changes in psychiatry training, psychiatry is still not the main subject—instead considered a sub-specialty under general medicine. [ 8 ]…”

Education and training in psychiatry in low‐ and middle‐income countries during and after the COVID‐19 pandemic

“…In this special issue of Asia-Pacific Psychiatry, the WPA Section on Education in Psychiatry has collected contributions from researchers and scholars from different parts of the world, specifically focusing on the quality of training in low-and middle-income countries (LMICs) (Kallyvayallil & Enara, 2021). This issue includes also the views of early career psychiatrists on difficulties and advantages of being trained in psychiatry in LMICs (El Halabi et al, 2021;Mihai et al, 2021;Giurgiuca et al, 2021;Sahadevan et al, 2021). A specific paper deals with education on addiction psychiatry, a neglected topic in the scientific literature, but which is particularly relevant for psychiatric practice in LMICs (Balhara et al, 2021).…”