Competency-Based Medical Education: An Analysis of Implementation Challenges in Resource-Limited Settings DOI

Zainab Abdullah,

Hiba S. Ayub,

Saiqa Saleem

и другие.

Pakistan Journal of Health Sciences, Год журнала: 2025, Номер unknown, С. 53 - 59

Опубликована: Март 31, 2025

Competency-Based Medical Education (CBME) employs a systematic outcome-based strategy to enhance the practical and clinical competencies of graduates. CBME faces challenges particularly in low-resource areas due differences faculty institutional support, as well learning resource availability. Objective: To determine conditions that affect readiness among academic staff what may obstruct its effective execution. Methods: A cross-sectional study was completed over 6 years (September 2024 - January 2025) with total 110 members. The participants were divided into 2 groups using validated assessment tool aimed at targeted readiness. Subjects filled out questionnaires which analyzed through chi-squar independent t-tests. Results: factors affecting towards age, experience, student-patient ratios not significant. Access digital resources, government funding, support significantly associated higher levels Faculty who participated simulation-based training competency evaluation showed for CBME. members did impact level any significant degree, points necessity continuous mentoring work. Conclusions: For adoption CBME, presence tools, access competency-based evaluations are essential. All three these can faculty’s willingness participate subsequently improve effectiveness medical education. Investing structured technological resources will help smoother transition

Язык: Английский

Competency-Based Medical Education: An Analysis of Implementation Challenges in Resource-Limited Settings DOI

Zainab Abdullah,

Hiba S. Ayub,

Saiqa Saleem

и другие.

Pakistan Journal of Health Sciences, Год журнала: 2025, Номер unknown, С. 53 - 59

Опубликована: Март 31, 2025

Competency-Based Medical Education (CBME) employs a systematic outcome-based strategy to enhance the practical and clinical competencies of graduates. CBME faces challenges particularly in low-resource areas due differences faculty institutional support, as well learning resource availability. Objective: To determine conditions that affect readiness among academic staff what may obstruct its effective execution. Methods: A cross-sectional study was completed over 6 years (September 2024 - January 2025) with total 110 members. The participants were divided into 2 groups using validated assessment tool aimed at targeted readiness. Subjects filled out questionnaires which analyzed through chi-squar independent t-tests. Results: factors affecting towards age, experience, student-patient ratios not significant. Access digital resources, government funding, support significantly associated higher levels Faculty who participated simulation-based training competency evaluation showed for CBME. members did impact level any significant degree, points necessity continuous mentoring work. Conclusions: For adoption CBME, presence tools, access competency-based evaluations are essential. All three these can faculty’s willingness participate subsequently improve effectiveness medical education. Investing structured technological resources will help smoother transition

Язык: Английский

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