فهرست نشریات علمی دسترسی آزاد ایران

INTRODUCTION: Medical education in India is experiencing a paradigm shift from traditionalcurriculum to competency‑based medical education (CBME). It de‑emphasizes time‑based trainingand promises greater accountability, flexibility, and learner centeredness. Faculty development isintegral in the context of CBME. Considering faculty perceptions toward the new CBME and addressingthe difficulties will play a vital role in successful implementation.MATERIALS AND METHODS: A cross‑sectional study was carried out among 297 teaching facultyin 91 medical colleges across 20 states all over India between February and July 2020. A structuredvalidated questionnaire on CBME was used to collect the responses through Google forms and wasexported and analyzed in Microsoft Excel.RESULTS: More than 80% opined that Faculty members in departments are not adequate forsuccessful CBME implementation. Reflective learning, early clinical exposure, and elective postingwere accepted by 60.2%, 70.4%, and 45.5% of the faculty, respectively. Around 81.8% welcomedhorizontal integration, whereas only 54.2% favored vertical integration during the Phase I MBBS.CONCLUSION: Few reforms such as curtailing the duration of foundation course, sensitization ofall medical teachers through faculty development programs, better synchronized vertical integration,increasing the strength of faculty in each department, and adequate infrastructure for skills laboratorycan be undertaken as per faculty suggestions.