Journal of Family Medicine and Primary Care

ORIGINAL ARTICLE
Year
: 2020  |  Volume : 9  |  Issue : 5  |  Page : 2226--2231

Evaluation of a faculty development workshop aimed at development and implementation of a competency-based curriculum for medical undergraduates


Amir Maroof Khan1, Piyush Gupta2, Navjeevan Singh3, Upreet Dhaliwal4, Satendra Singh5 
1 Department of Community Medicine, University College of Medical Sciences and GTB Hospital, Delhi, India
2 Department of Pediatrics, University College of Medical Sciences and GTB Hospital, Delhi, India
3 Department of Pathology (Formerly), University College of Medical Sciences and GTB Hospital, Delhi, India
4 Department of Ophthalmology (formerly), University College of Medical Sciences and GTB Hospital, Delhi, India
5 Department of Physiology, University College of Medical Sciences and GTB Hospital, Delhi, India

Correspondence Address:
Dr. Amir Maroof Khan
University College of Medical Sciences and GTB Hospital, Dilshad Garden, Delhi - 110 095
India

Introduction: Faculty development to implement competency-based medical education (CBME) is urgently needed as the Medical Council of India has implemented the competency-based curriculum this year onwards. Objectives: To evaluate a 2-day faculty development workshop in terms of: (a) increase in knowledge about CBME terminology and concepts, (b) self-reported capacity to develop and implement a competency-based module in their respective disciplines, and (c) satisfaction of the participants. Methodology: A single arm interventional study using mixed methods was carried out in which faculty members were purposively identified and requested to volunteer for a two-day faculty development workshop on the development and implementation of CBME. The workshop was evaluated (open-ended and Likert scored items) by the participants for self-reported gain in knowledge, gain in their confidence to develop and implement CBME, and level of satisfaction with respect to the components of the workshop. Quantitative data was analyzed by Wilcoxon signed rank test and Kruskal–Wallis test. Qualitative data was analyzed by doing content analysis and emerging themes have been presented. Results: Eleven faculty members attended a capacity building workshop for developing and implementing a competency-based curriculum for medical undergraduates. There was a significant improvement in their self-reported knowledge and attitude regarding the competency-based curriculum. New concepts learned fell into four domains: modification of the existing curriculum toward competency-based curriculum, knowledge of CBME, teaching-learning and assessment methods, and beneficial to the students. The participants were highly satisfied with the workshop in its current form. Conclusion: A two-day faculty development workshop can increase the knowledge and understanding of competency-based medical education and can be an important first step in the journey to more specialized training.


How to cite this article:
Khan AM, Gupta P, Singh N, Dhaliwal U, Singh S. Evaluation of a faculty development workshop aimed at development and implementation of a competency-based curriculum for medical undergraduates.J Family Med Prim Care 2020;9:2226-2231


How to cite this URL:
Khan AM, Gupta P, Singh N, Dhaliwal U, Singh S. Evaluation of a faculty development workshop aimed at development and implementation of a competency-based curriculum for medical undergraduates. J Family Med Prim Care [serial online] 2020 [cited 2020 Oct 22 ];9:2226-2231
Available from: https://www.jfmpc.com/article.asp?issn=2249-4863;year=2020;volume=9;issue=5;spage=2226;epage=2231;aulast=Khan;type=0