A multidimensional approach to new competency-based medical curriculum in physiology

Abstract

‘Regulation on Graduate Medical Education (Amendment, 2019)' has been notified by Government of India on 6 November 2019 in the Gazette of India.[1] The new regulation is applicable to the MBBS course, starting from academic year 2019 to 2020 onwards to create an ‘Indian Medical Graduate (IMG).‘[1] Since the past one decade, more than 10 regional centres and more than 10 nodal centres are training medical faculties for various basic and advance courses in medical education. In the past 10 years, all centres have trained approximately 40,000 medical faculties for basic course and few of these centres have also trained for advance course in medical education.[2] Regular training of medical faculties by trained resource faculties is need of the hour to make them the best professionals.[3] Faculty training and development is considered one of the key factors for effective implementation of curricular reforms.[3] During the past 10 years, faculty training and their professional development were done effectively by resource faculties of nodal and regional centres. Medical education unit of various institutions works well for creating proper work culture at institute level and for involving medical faculties in new medical education technologies and curriculum renewal.[2] Members of Curriculum Committee of Medical College are working very well under the guidance of Dean for successful implementation of competencybased curriculum. Aims, objective, principles, planning and preparing future road map of new competency-based medical education (CBME) curriculum are very well delivered to medical faculties by Curriculum Implementation Support Programme.[1,4].