Implementing competency-based medical education in post-graduate ophthalmology training: Understanding key concepts and methodologies and overcoming challenges

Abstract

The National Medical Council (NMC) has mandated that all post-graduate training shall be competency-based, following the principles of Competency. Based Medical Education (CBME). This aims to serve the dual purpose of standardizing ophthalmology post-graduate training and to overcome the shortcomings of the traditional curriculum by employing innovative and interactive teaching–learning and assessment techniques to produce competent ophthalmologists well equipped with clinical, surgical, and professional skills relevant to current times. CBME marks a paradigm shift from traditional curriculum methodologies and involves the introduction of several new concepts. This article aims to highlight the key principles of CBME and the various teaching–learning and assessment technique methodologies which can be employed for post-graduate training. It also highlights the various challenges that are likely to be faced in its implementation and measures to overcome them.

Pilot Evaluation of Silicone Surrogates for Oral Mucosa Simulation in Craniofacial Surgical Training

“…Although simulations are invaluable for developing technical skills, they cannot replicate the pressures and unpredictabilities of actual surgical environments. Therefore, an integrated approach that combines the real-life experiences of the Halstedian model with the controlled, repetitive practice opportunities provided by modern simulations may offer the most effective training paradigm, ensuring that surgical residents are thoroughly prepared for a wide range of clinical situations [14], [15], [16]. The introduction of surgical simulators in all fields of surgical education has demonstrated an increased operative performance when measured by Global Rating Scale (GRS) scores, and led to significant reductions in operative time [17].…”

Snippets of Student Centric Methods for Postgraduate Teaching

“…In India, Postgraduate medical education programs have embraced a competency-based curriculum that outlines required skills, with competency-based assessments involving active self-assessment, peer assessment, and feedback processes, aligning with defined competencies and enabling learners to showcase their skills in real clinical contexts. 13,14 Postgraduate students can benefit from mentorship and coaching, where experienced faculty or clinicians can guide and support their learning journey. 15 Mentors or coaches can provide feedback, career guidance, and support for professional development.…”

How to maintain equilibrium between the quantum and quality of cataract surgery training and patient safety measures

“…Hence, the training module for ophthalmic residents needs to be redefined in terms of quality and quantity. [ 1 2 ]…”

“…Despite tremendous advancement in the field of medical sciences in India as well as well-defined guidelines of National Medical Council (NMC) for competency-based postgraduate training program for MS in ophthalmology, there is a vast diversity prevailing in the curriculum, exposure, duration, as well as training module of training of residents in cataract surgery. [ 2 ] Other developing countries are not an exception to this trend. Over and above, the backlog of cataract patients in these countries is much higher than in developed countries.…”