Outcome-Based Learning: Advancing the Framework of Competency-Based Medical Education

Abstract

The implementation of Competency-Based Medical Education (CBME) in India by the National Medical Commission (NMC) in 2019 is a landmark change in the medical education scenario. This change in the medical curriculum from a time-bound model to an outcome-based model is an important move in ensuring that medical students are competent in facing the challenges of modern-day medicine. In this article, we attempt to critically examine the developments in the CBME model, which has been an evolving entity since 2019 and has seen recent developments in 2024. By emphasizing learner-centered and patient-centered learning strategies, CBME aspires to achieve the integration of theoretical knowledge with the practical skills and competencies required to provide effective medical practice. The curriculum development focuses on the holistic learning experience by incorporating the cognitive, psychomotor, and affective domains of learning to enable students to perform basic functions in the field of medicine and community health. It also promotes the culture of research and scholarly pursuit among the students. By examining the implementation strategies, feedback mechanisms, and performance outcomes of these curricula, the importance of these curricular changes can be clearly understood. The findings of this review emphasize the need to continuously improve and modify the curriculum to fulfill the needs of health care, leading to the achievement of the “Health for All” concept.