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JMED 2025, 18(3): 145-154 |
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Ethics code: PMCH&RI/IHEC/2024/202, Dated: 06/08/2024
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Surapaneni K M. Design, development and validation of the “START CBME” module: a foundational program to acquaint first-year medical students with competency-based medical education. JMED 2025; 18 (3) :145-154
URL: http://edujournal.zums.ac.ir/article-1-2384-en.html
URL: http://edujournal.zums.ac.ir/article-1-2384-en.html
Department of Biochemistry, Panimalar Medical College Hospital & Research Institute, Varadharajapuram, Poonamallee, Chennai – 600 123, Tamil Nadu, India. & Department of Medical Education, Panimalar Medical College Hospital & Research Institute, Varadharajapuram, Poonamallee, Chennai – 600 123, Tamil Nadu, India. , krishnamohan.surapaneni@gmail.com
Abstract: (804 Views)
Background & Objective: Competency-Based Medical Education (CBME), introduced by the National Medical Commission (NMC) in India in 2019 and revised in 2024, represents a transformative shift toward outcome-driven, learner-centered medical training. Despite faculty development efforts, a gap remains in sensitizing medical students to CBME early in their education. This study aimed to develop and evaluate the START CBME (Sensitization and Training for Adapting to the Requirements of Transition in CBME) module to enhance first-year medical students' understanding and engagement with CBME.
Materials & Methods: A needs assessment was conducted among first-year medical students to evaluate their Knowledge, Attitudes, and Practices (KAP) regarding CBME. Based on findings, a structured module was developed, incorporating interactive lectures, small-group discussions, reflective exercises, and competency-mapping activities. The content validity of the module was evaluated using a Content Validity Index (CVI) of 0.92, while its reliability was confirmed with a Cronbach’s alpha of 0.87. It was pilot-tested among 24 students selected through random stratified sampling. Pre- and post-intervention assessments were conducted using a validated questionnaire, and statistical analysis measured the module’s impact.
Results: Post-intervention, knowledge scores improved significantly (p < 0.001), and student attitudes toward CBME became more positive. Participants rated the module highly for clarity, relevance, and effectiveness in easing their transition to CBME.
Conclusion: Early CBME sensitization through structured training improves student engagement, knowledge, and readiness for competency-based learning. The START CBME module serves as a replicable model for institutions seeking to enhance CBME preparedness among medical students.
Materials & Methods: A needs assessment was conducted among first-year medical students to evaluate their Knowledge, Attitudes, and Practices (KAP) regarding CBME. Based on findings, a structured module was developed, incorporating interactive lectures, small-group discussions, reflective exercises, and competency-mapping activities. The content validity of the module was evaluated using a Content Validity Index (CVI) of 0.92, while its reliability was confirmed with a Cronbach’s alpha of 0.87. It was pilot-tested among 24 students selected through random stratified sampling. Pre- and post-intervention assessments were conducted using a validated questionnaire, and statistical analysis measured the module’s impact.
Results: Post-intervention, knowledge scores improved significantly (p < 0.001), and student attitudes toward CBME became more positive. Participants rated the module highly for clarity, relevance, and effectiveness in easing their transition to CBME.
Conclusion: Early CBME sensitization through structured training improves student engagement, knowledge, and readiness for competency-based learning. The START CBME module serves as a replicable model for institutions seeking to enhance CBME preparedness among medical students.
Keywords: CBME, medical education, competency-based learning, student engagement, early sensitization, structured training
Article Type : Short Communication |
Subject:
Medical Education
Received: 2025/01/10 | Accepted: 2025/07/21 | Published: 2025/10/1
Received: 2025/01/10 | Accepted: 2025/07/21 | Published: 2025/10/1
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