Competency-based Medical Education: Perspectives from Students' Lens: A Cross-sectional Study among Undergraduate Medical Students

Introduction:This study assesses the perception and challenges faced by medical students in adapting to India's competency-based medical education (CBME) curriculum. The curriculum is gradually being accepted nationwide. Students and faculty are continuously trying to implement all components of CBME in their practical and theory classes.Objective:The research aims to provide insights into students' perceptions and challenges for the newly implemented CBME curriculum.Methodology:A cross-sectional study was conducted among MBBS students at our medical college from 2019 batch onward. A questionnaire was sent using Google Forms and 293 responses were recorded. Data analysis was done using MS Excel.Results:The distribution of students across batches showed that 2019 and 2020 batches were the largest cohorts, comprising 39% and 37% respectively, followed by 2022 (14%) and 2021 (10%). The majority recognized the importance and achievement of the foundation course (73.4% and 75.5%, respectively). Attitude, Ethics, and Communication (AETCOM) was deemed necessary (79.8%) and contributed to doctor-patient relationships (43%). Early clinical exposure (ECE) was valued for interest and learning (87.3%), and practical technique like Objective Structured Clinical Examination was favored (83.9%). Challenges included time constraints for theory papers, finishing logbooks, limited self-study time, mental burnout, and coping with numerous competencies. ECE and integrated teaching were seen as pivotal for academic success, whereas AETCOM was acknowledged for its academic contribution. Introduction:Cette é tude é value la perception et les dé fis rencontré s par les é tudiants en mé decine pour s'adapter au systè me mé dical indien basé sur les compé tences. (CBME). Le programme est progressivement accepté dans tout le pays. Les é tudiants et les professeurs tentent continuellement de mettre en oe uvre toutes les composantes du CBME dans leurs cours pratiques et thé oriques.Objectif:La recherche vise à fournir un aperç u des perceptions et des opinions des é tudiants. dé fis pour le programme CBME nouvellement mis en oe uvre.Mé thodologie:Une é tude transversale a é té mené e auprè s des é tudiants du MBBS à notre faculté de mé decine à partir de 2019. Un questionnaire a é té envoyé via Google Forms et 293 ré ponses ont é té enregistré es. Analyse des donné es a é té ré alisé à l'aide de MS Excel.Ré sultats:La ré partition des é tudiants entre les promotions a montré que les promotions 2019 et 2020 é taient les plus grandes cohortes, comprenant respectivement 39% et 37%, suivis de 2022 (14%) et 2021 (10%). La majorité a reconnu l'importance et la ré ussite de le cours de base (respectivement 73,4% et 75,5%). Attitude, é thique et communication (AETCOM) a é té jugé né cessaire (79,8%) et contribué aux relations mé decin-patient (43%). L'exposition clinique pré coce (ECE) a é té valorisé e pour l'inté rê t et l'apprentissage (87,3%) et la pratique une technique comme l'examen clinique objectif structuré a é té privilé gié e (83,9%). Les dé fis comprenaient des contraintes de temps pour les documents thé oriques, terminer les journaux de bord, le temps d'auto-apprentissage limité, l'é puisement mental et faire face à de nombreuses compé tences. L'EPE et l'enseignement inté gré ont é té observé s comme un é lé ment essentiel de la ré ussite scolaire, tandis que l'AETCOM a é té reconnu pour sa contribution acadé mique.