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The research in cooperative learning (CL) is robust. Despite the empirical research benefits of CL, its implementation faces challenges in teacher education classrooms. Teacher educators resist using CL and stick to the frontal teaching method. All this may be due to the difficulties perceived by teacher educators in implementing CL. The researchers used a concurrent triangulation mixed method research design to explore the perceived challenges of cooperative learning implementation among teacher educators from India. The researchers administered a questionnaire and obtained 300 responses from teacher educators through a survey, followed by a semi-structured interview among eight survey participants. The research findings revealed that the average perceived challenges among teacher educators are 63% due to teacher challenges, learner challenges, curriculum syllabus, and administrative challenges. Female teacher educators perceived higher challenges than males. ANOVA results revealed a difference in challenges faced across the age group. These results demonstrate the need for future researchers to conduct a more in-depth examination of the challenges in implementing CL with more extensive samples in various educational settings in other world regions to develop effective solutions.

Ancient Indian education was value-based consisting of Gurukul system and world-famous "Nalanda and Takshashila Universities." The value-based education policy reforms were the basis for utilizing the knowledge for benefits of mankind. In ancient Bharat, there were knowledgeable personalities like Sushrut, Aryabhatta, Panini, and Chanakya who set examples in front of the world. The national long-term impact is its shift from 10+2 pattern to 5+3+3+3+4. This decision will bring a major change in Indian education system after three decades. The new National Education Policy is promoting Indian value-based education with all-inclusive ecodevelopment of Holistic Education, Bharat-centric Education, Development of Knowledge-based Society, and Emphasis on Knowledge-based Education.

The current trend in science learning leans more towards interdisciplinary (integrated) learning. Before 1989, several studies reviewed articles related to integrated science. However, research discussing articles on integrated science from 1996 until the present day is not yet available. The purpose of this study was to review 36 empirical research articles on integrated science published from 1996 to 2019. Most of these articles were taken from Scopus-indexed journals. The research approach used was a qualitative research design. The results of this study show that integrated science has been implemented in various countries. Nonetheless, the implementation of integrated science did not prove out as successful as expected. Students' perception of integrated science is difficult, boring, uninteresting, and abstract. There are several issues in the implementation of integrated science learning: the inconsistency of teachers' educational backgrounds with integrated science, as well as underdeveloped textbooks and curriculum. Implementation of integrated science learning is effective for improving student skills.

Background: Engineering design is widely recognized as a field that can generate key innovations for complex problems, such as those elucidated in the Sustainable Development Goals (SDGs). However, engineering design training is not widely accessible to the global community, particularly to people experiencing the challenges that the SDGs are striving to address. Purpose: This manuscript describes the Ignite program created by the Center for Global Women's Health Technologies (GWHT) at Duke University, which uses the human-centered design framework to apply engineering design concepts to address specific challenges associated with the SDGs. Design/Method: Undergraduate students participate in a design course (BME 290) to learn how to create and deliver a technological solution to increase access to light at night, which is a significant challenge in many communities around the globe. A subset of the undergraduate students partnered with an energy-poor community in which they implemented a curriculum based on the skills learned in BME 290. Results: Since 2014, 110 Duke students have taken BME 290, and 22 of those students traveled internationally, collectively teaching 275 students in Kenya, India, and Guatemala. Students in Kenya formed an engineering club and taught the curriculum to an additional 52 peers. Duke students also trained 15 other university students, both in the United States and Guatemala, who have taught the curriculum to an additional 150 students in Guatemala, which illustrates the scalability and sustainability of the curriculum across countries, communities, and cultures. Conclusions: By integrating human-centered design and the SDGs into engineering curricula and targeting communities that work with women and girls, we believe the Ignite program can impact three of the SDGs -- renewable energy, quality education, and gender equality.

This paper aims to identify the current state of knowledge management (KM) diffusion in LIS schools. In terms of content, we have identified two principal approaches to the perception of KM in the LIS community: an active approach, seeing KM as an opportunity for the LIS community to change; and a passive approach, seeing KM merely as a topic of information management with a new label. Our research analyzed study programs at 145 LIS schools and in 188 LIS study programs in the United States, Canada, Europe (in particular, Russia), Australia, India, South Africa, China, Japan, Singapore, and Brazil and observed the inclusion or non-inclusion of KM courses in those programs. We employ a narrower approach to defining a KM course as being one having the term "knowledge management" in its name. The findings indicate that KM courses are integrated in one-third of the LIS study programs analyzed, and in schools with an information science focus this figure can rise to around 45%. Given the importance of this area and various views regarding KM diffusion in LIS schools, we recommend that those who have already implemented a KM course in their LIS programs create an informal community of practice (CoP) on KM implementation in LIS schools and build an open database of lessons learned from such integration, thereby capturing and sharing this crucial knowledge in a single place.

As the 21st century has just passed its 20th year, there have been some changes to educational policy and practice in domains in many countries around the world, including more than 4.1 million children in 137 countries participating in skill development programmes aimed at fundamental learning. Few of these have reached to secondary schools. The primary goal of this article was to present aspects of a framework that may be useful in designing curriculum to incorporate competencies to make changes to existing educational practice. The considerations presented are not knew to those with existing competency-based education (CBE) frameworks, the orienting aspects of Integral Theory may provide some insights for ideal CBE implementation. Why is it that high schools globally are not adopting CBE within their districts? With the majority of the world population in China and India following traditional models of educational practice, perhaps a clear explanation of the necessary considerations for the implementation of CBE has not been represented. It is worthy of note that, based on research results, the majority of the educational reform in both of these populous nations occurs at the postsecondary level. As an attempt to encompass all that is required for an ideal implementation of CBE, three interconnected sets of recommendations are made as areas of implementation focus: ensuring a learner focus and various pathways from a Policy perspective, feedback and the role of the teacher from the Practice level, and communication from the Process level.

The purpose of this study was to investigate the effect of blended learning on students' academic achievement, to study teachers' perception of working in the unconventional blended atmosphere, and finally to infer on its potential in underprivileged elementary classrooms. Since this study was conducted in an unconventional set up with researchers acted as agents of change, design-based research methods were used with 50 children from a fifth standard class in an Indian elementary school. These methods included gathering and analyzing data in two cycles--preblended implantation stage and postblended stage. A mixed-method approach was followed for data collection. Quantitative data were collected through an achievement test and qualitative data were gathered from interviews with the teachers. Findings revealed that there were significant differences in achievement level between the two cycles, in favor of the postblended implantation stage, and this difference was found gender-neutral. Interviews with three teachers were also conducted to collect information about their experiences of introducing and implementing blended learning in their classrooms. The study concludes that blended learning ambiance increases students' academic achievement levels in elementary classrooms when teachers were supported with necessary policies and proficiencies. Overall, the time spent in blended learning had a positive effect on children's achievement irrespective of gender and these effects emerged during 10 weeks even in a school with poor technological infrastructure and underprepared yet willing teachers.

The authors explore the role of social-emotional learning in developing positive behaviors in students and the related challenges faced by teachers in the United States and India.

This article is a discipline-based exploration of the possibilities and prospects of outcome-based education (OBE) in the teaching-learning process of political science at the under graduate level. Developing knowledge-empowered citizenry with critical political consciousness that enables it public policy debates is the key purposes of teaching political science. A serious deficit of the present mode of teacher/curriculum centric teaching-learning process, which fails the cause of imparting such qualities equipping the learner in developing self-critical/self-reflexive knowledge base, is the absence of analytical faculty and criticality. This article seeks to demonstrate the pedagogic advantages and quality assurance plausible in the political science higher education of India through the implementation of OBE.

This paper presents a new method to improve the quality in technical education in order to meet the industry expectations. The quality of education and training being imparted in the technical education institutions varies from excellent to poor, with some institutions comparing favourably with the best in the world. Few others are suffering from different degrees of faculty shortages, infrastructure deficiencies, curricula obsolescence, lack of autonomy in academic, financial, administrative, and managerial matters, poor involvement in knowledge creation, and dissemination. Skillful manpower of high quality can play a major role in economic development and in export of technology and services, and observing the growing demand for Indian professionals particularly in the area of software and core engineering in all parts of the globe including the highly developed countries. It is necessary to give very high priority in providing quality technical education for Engineering and Technology. In order for the students to succeed, it is necessary to prepare themselves for the ever changing world of work, which means not only college readiness, but also career readiness.

Analysing teaching-practice offers an opportunity to answer questions like what is critical to making a pedagogy democratic, what are the factors that support a teacher to be critical in her teaching? Or what restricts the teacher in being critical in her work? This paper seeks to address some of these questions by presenting the findings of an investigation into the practice of teachers who are committed to the idea of critical pedagogy. The scope of the study is limited to understanding the critical aspects that are related to the teacher's work within the classroom. The paper analyses the theoretical arguments that are relevant to critical pedagogy in relation to teachers' practices as they emerged during the study. The study, conducted in the South Indian state of Kerala, reveals that teacher subjectivity and schooling situations interact in a dialectical fashion to shape the nature of classroom teaching. The political subjectivity of the teachers, shaped by their close interaction with the Kerala Science Literature Movement (KSSP) makes their pedagogy critical in nature. On the other hand, the standardized curriculum and mechanically disciplined school environment continuously challenge the teachers' efforts at being critical in their work.

The role of pre-vocational education in general compulsory education has become increasingly relevant over recent years, with the international debate focussing particularly on its importance in school-to-work transitions. This study considers curriculum design and the implementation of pre-vocational education in four countries with radically different cultures: India, China, Germany and the USA. Using a theoretically framed concept of relevance to inform curriculum analysis, it compares the widely divergent content of curricula. In addition to this, interviews with teachers in all four countries flesh out how the curriculum is implemented in practice. The study, which is based on the "prescribed curriculum" and "enacted curriculum" approach, demonstrates that a range of factors means implementation varies widely from country to country but that teachers in all four countries focus in pre-vocational education on equipping students with life-skills.

This article is based on a case study conducted at a government (state-run), girls' secondary school in a low-income neighbourhood in New Delhi that was conducted in March, 2012, two years after the Right of Children to Free and Compulsory Education Act (RTE) came into force. The study examined how RTE and its related reforms were being implemented, with the objective of gaining insights into how education objectives and the curriculum were being implemented at the school and how its teachers approached the implementation of the curriculum. Findings of this investigation are presented here in relation to the systemic issues of "teacher professionalism" and "high teacher-pupil ratio". The findings present some insights into the effects of a significantly high teacher-pupil ratio on educational outcomes and on the professionalism of teachers.

Early years is the period of rapid physical and mental growth wherein the foundation for the child's development is laid and therefore, these years are considered extremely critical for the overall development of the child. Given the critical significance of these early childhood years, it is imperative for every child to get the opportunity to develop in a stimulating environment. The early childhood programmes provide this stimulating environment to the children. Extensive research evidence indicates towards the positive impact of early intervention and both short-term and long-term gains of an early childhood programme. However, mere participation in an early childhood programme is not sufficient. The quality of the programme attended by the children at this stage is also crucial. The various provisions provided by the programme to the children determine the quality of an early childhood programme. Curriculum seems to be the basic variable that influences the provisions provided to children in an Early Childhood Care and Education programme and in turn determines the quality of the programmes for children. This article is an attempt to study the variability of provisions provided and curriculum implemented in different early childhood programmes. (Contains 4 tables and 11 figures.)

The National Curriculum Framework 2005 envisions a reformed curriculum that connects knowledge and learning to the child's context. While concerns of equity, accessibility, and social transformation have been aimed through education, the crucial link of "teacher"--instrumental in realizing these aims--seems missing. This study explores teachers' views about mathematics, their understanding of children's roles and issues of pedagogy within the context of the curriculum document. The paper is an attempt to bring forth the teachers' perspective on a reformed curricula, the kind of constraints it poses upon them in practice and the lack of spaces for teachers to critically engage with the curriculum. Considering classrooms as rich resources for teacher learning "from" practice, teachers need support structures and forums to discuss, evaluate, and enrich the curricular suggestions for reforms and critically inform practice.

Using sociocultural-historical constructivism, and post-colonial theory, the author conducted a study to examine, through the perceptions of teachers, school principals, and teacher educators, the relationship between the preparation and practice of early childhood teachers in private schools in New Delhi, India. The research questions collectively focused upon the aims of education that were prioritized by the educators, the philosophical and theoretical sources these educational aims drew upon, and the teachers' perceptions of their classroom practice, of the effectiveness of teacher education programs, and of the strongest influences on their teaching practice. One emergent finding of the study illustrated how early childhood teachers worked in classes that averaged 43 children. This article describes the aims of education that were prioritized by the early childhood teachers, and how they implemented these aims in their large classes. The author provides examples of teaching strategies and teacher dispositions through her own observations and through the teachers' articulation of their practice. The author also presents the teachers' perceptions of successful teaching and how they evaluated themselves as being successful, or not, at the end of a school year. The article concludes with an analysis that contextualizes large class size in Indian schools and a discussion on the relationship between small class size, Western developmental discourse, and issues of privilege and power.

Background. The medical curriculum for undergraduates was revised by the Medical Council of India in 2019, after 21 years. We did this study to determine teachers' pedagogical and technical readiness to implement the competency-based curriculum in medical colleges and determine factors that affect readiness, from their perspective. Methods. We conducted a cross-sectional survey in the form of an online questionnaire. The qualitative data were coded numerically and were analysed using frequencies and proportions. Pearson Chi-square test was used to study the association among variables. Results. The majority (85%) of respondents had attended a curriculum implementation training programme; 62.2% with experience <5 years, 56.1% with experience 5-10 years and a minority of 13.3% with >10 years' experience were ready to a 'great extent' to implement the new curriculum; 54.1% agreed to re-frame lectures and 64.9% possessed technological skills to suit the needs of a competency-based curriculum. About 77% agreed that it will provide a rich learning environment, inspire self-directed learning while 52% believed it will promote scientific thinking and provide better learning outcomes in the long run. Conclusion. Medical teachers had a positive attitude towards implementation of the new curriculum. However, numerous factors such as low teacher-student ratio, textbooks designed according to the traditional curriculum, limited teachers' training and cumbersome paperwork may hinder its successful implementation. Updation of teachers' knowledge and skills through seminars/workshops is recommended to facilitate delivery of the new curriculum. Like any other ongoing reforms in medical education, competency-based curriculum is a work in process. [ABSTRACT FROM AUTHOR]

As the Medical Council of India (MCI) implemented a new undergraduate curriculum from this academic session onward, the aim was to replace knowledge-centric traditional educational model to a more holistic community-based curriculum based on the domains such as knowledge, skills with emphasis on attitude, communication, and ethics. This implementation requires major reforms in the form of faculty development and resource generation for successful implementation of new course. However, COVID-19 pandemic possesses serious challenges to the implementation of curriculum and its success. This review discusses the possible challenges for the implementation of the new MCI curriculum in face of the coronavirus pandemic and possible strategies to counter it. [ABSTRACT FROM AUTHOR]

Introduction: Competency-Based Medical Education (CBME) is newly transformed education system in India to enhance five major qualities in doctors like, clinician, communicator, leader, life-long learner and professional. The CBME was launched in 2019 in all Medical Institution of India to uniform one's knowledge, skills and a new domain Affection but this newly reformed system need hike in manpower, infrastructure, budget and technology which is a dilemmatic thought. Aim: To perceive the acceptance of the faculty participants about CBME system and also to explore various domains including the efficiency of training orientation/sensitisation, sufficiency of knowledge about CBME, infrastructure, manpower and finance required and strategies or implementation. Materials and Methods: This cross-sectional study was conducted in Government Medical College, Azamgarh, Uttar Pradesh, India, from January 2020 to July 2020. Total 60 participants were included in the study. The study used a validated set of questions about CBME. The assessed domains were competency definition, difference between traditional and new curriculum, merits and demerits of CBME, stages of competence and strategies to implement. Descriptive statistics were used to describe the data using Microsoft Excel. Results: Total 60 (39 trained+21 untrained faculty) were included in the study, with maximum 28 (46.67%) were aged between 30-40 years {males were 38 (63.33%) and 22 (36.67%) were females}. Total 37 faculties knows "what is competency", 37 participants responded for difference between CBME and traditional Medical education, 22 participants responded for stages of competency, 22 responded on steps and strategy for its implementation, 38% answered on merits and demerit of current curriculum. Conclusion: The sufficiency of knowledge of CBME can be easily judged by proportion of responses of open ended questions which was not more than 50% faculty for all questions. Closed ended questions have suggested that infrastructure, manpower and finance are not up to mark to implement CBME. [ABSTRACT FROM AUTHOR]

Context: Currently, a major curricular reform in the form of competency-based medical education (CBME) curriculum is being rolled out across all medical colleges in India. However, it is important to find out and address the concerns of faculty regarding various aspects of this new curriculum. Aim: To analyze the concerns of the faculty members of medical colleges in India in response to the changes emerging from the adoption and implementation of the new curriculum through the concerns-based adoption model by applying the stages of concern (SoC) questionnaire. Methodology: A multicentric, cross-sectional quantitative study involving faculty members currently working in medical colleges and with more than 2 years of teaching experience was conducted using SoC questionnaire (SoCQ). The questionnaire was delivered as Google Form. Results: Of the 744 faculty participants, 41.1% (306) of faculty belonged to the 31–40 years age group followed by the 41–50 years age group (267, 35.9%). Respondents rated their level of concern differently among the seven SoC - percentile scores were highest in Stage 0– awareness (94) and least in Stage 4– consequences (59). An appreciably higher percentile scores were seen at the consequences stage (63 vs. 54), collaboration stage (80 vs. 68), and refocusing stage (77 vs. 69) in those faculty members who were trained in curriculum implementation support program (CISP) compared to the untrained group. However; the SoCQ profiles of CISP trained and untrained faculty were very much similar. SoCQ profiles of holders of advanced training in medical education and non-holders were also the same. Conclusion: Almost after 2 years of well-planned introduction of the CBME curriculum in India, the generalized faculty profile is still suggestive of interested but non-user type for the adoption of CBME. However; compared to untrained faculty, CISP trained faculty is more concerned about the impact of CBME on students, collaborating with colleagues for its proper implementation and exploring more benefits from the implementation of CBME, indicating that more hand-holding is required for faculty development beyond CISP. [ABSTRACT FROM AUTHOR]

The speciality of anaesthesiology is evolving rapidly. The recent pandemic witnessed anaesthesiologists as the front-liners catering not only as critical care physicians but also as trainers and even administrators. Today, anaesthesiologists are required to have not just sound clinical knowledge but also proficiency in skills and techniques and aptitude for leadership. The recently introduced competency-based postgraduate training programme for anaesthesiology in India with its specific learning objectives envisages the creation of competent specialists with a broad range of skills who are competent not only to handle effectively medical problems but also acquire the basic teaching skills, communication skills and leadership qualities. The curriculum marks a paradigm shift from university-based, passive, teacher-centric to student-centric, active teaching-learning methods including problem-based and self-directed learning. The mindset, lack of adequately trained faculty, infrastructure, learning resources and time constraints form the major impediment in the successful implementation of the new curriculum. [ABSTRACT FROM AUTHOR]

Background: Medical Council of India is in the revamping mode to align the medical curriculum to the emerging health care needs of the society, by introducing Competency-Based Medical Education (CBME). This new medical curriculum intends to impart the competencies that are needed to produce medical graduates who would function efficiently as Physicians of first contact or basic doctors in the community. The ECE program would enhance the knowledge, skills, and attitude of the medical graduates if it is implemented. We conducted this study to assess the challenges currently faced by faculties for the implementation of this new curriculum. Material and Methodology: It is a cross-sectional study conducted at NC Medical College, Israna during the study period was July 2021 to November 2021. The study team regularly scrutinized the data collection process and met periodically to review the study conduct and computing of data. At the end of the study period, the consolidated data were analyzed using IBM SPSS version 22. Result: A total of 50 teaching faculties, we acknowledged 48 questionnaires that were complete. 96% faculties showed positive and opportunistic behaviour towards the new curriculum of CBME with constructive ideas but 4% faculties declined. Conclusion: CBME is the paradigm shift in the teaching and learning approach of medical education. Most of the medical faculty members are aware of the need and have attained a positive attitude for the application of CBME. However significant barriers do exist in the form of manpower, new time mapping and resources which need to be addressed. [ABSTRACT FROM AUTHOR]

Context: Family physicians, trained in handling primary care problems through the principles of family medicine (FM), were needed in India. The training required a comprehensive and detailed curriculum that could be implemented across the country. Aim: The aim was to create a document that includes rationale, goals, subject-based objectives, educational methods and assessment methods that align to the objectives. Design and Methods: Kern's Six-Step-method was used to create a curriculum document. The six steps are (a) problem identification and general needs assessment, (b) targeted needs assessment, determining and prioritizing content, (c) writing goals and objectives, (d) selecting teaching/education strategies,(e) implementation of the curriculum and (f) evaluation and application of the lessons learnt. Results and Conclusions: Based on the given steps, a team of faculty identified needs, requirements and barriers, wrote goals and objectives along with aligned educational and assessment methods. The curriculum document was created for FM resident training. The first set of residents have been trained based on this curriculum and an evaluation is being planned. [ABSTRACT FROM AUTHOR]

Background: In view of the new curriculum implemented for medical graduates in India by MCI, the present study was planned to study views/perceptions of Interns, Doctors and Medical Teachers over it. Material and Methods: It was a descriptive cross sectional study. The Medical Interns, practicing Medical graduates and postgraduates and Medical Teachers in India were approached by electronic mail, Facebook, WhatsApp etc. They were provided with a link, prepared on Google forms, which contained the information regarding the Competency Based Curriculum and questionnaire. Results: Responders were categorized Group A consisting of Graduates, interns, tutors and Group B consisting of Assistant Professors, Associate Professors, Professors, Dean and Director, to ascertain the difference in views of senior faculty as compared to the junior faculty. There was no statistically significant difference between the responses of Group A and Group B. Conclusion: The new curriculum is a major reform as compared to the older curriculum. The responders perceived the new curriculum to have many advantages owing to introduction of competencies, horizontal and vertical integration as well as the AETCOM module. At the same time implementation of these curricula was opined to be a challenging task. The new curriculum also creates confusion and sense of inadequate arrangement. [ABSTRACT FROM AUTHOR]

Background and Aim: Imparting the knowledge and skills of Anesthesiology to undergraduates can be challenging. Competency Based Undergraduate (CBUG) Curriculum for the Undergraduate medical students introduced by the Medical Council of India (MCI) aims to improve the quality of the Indian Medical Graduate (IMG). The Department of Anesthesiology and Critical Care of our college redrafted the training program and brought it in-line with the CBUG Curriculum beginning February 2019. A questionnaire based survey was conducted to assess the efficacy, satisfaction levels and the perception of the students towards the new competency based curriculum. The aim was to assess the students perception of the competency based curriculum and to evaluate two slightly different approaches to the implementation of the curriculum. Material and Methods: Two groups of undergraduate medical students belonging to the 6th and 8th term, underwent two different models of teaching. The 8th term students had already completed their theory classes based on the older curriculum a year ago when they were in 6th term. However, their clinics and tutorials were modelled as per the new CBUG Curriculum. The current 6th term students had their first exposure to Anesthesiology and their theory, tutorials and clinics were scheduled in the same term, simulation based training was added, the operation theatre rotation was held in the mornings at 0730hrs and the intensive care unit rounds were held in the evenings. There was no difference in the theory classes taken for the two batches, however the clinics were different. After both the batches finished their rotation, they were given the survey questionnaire to assess their perception of the model of CBUG Curriculum that they were exposed to. Results: The results of the survey revealed that about 80% of the students in both groups preferred that theory classes and practical training should be conducted in parallel in 6th term. About 60% students in both groups felt that early morning clinics 0800hrs were better than mid-morning clinics at 1100hrs as they get to see and do more procedures. 66%-82% students in both groups felt that the practical training in the OT, ICU and skills lab were very helpful or extremely helpful. The most important aspect of Anesthesiology rotation was "learning basic life saving skills and simulation based learning" according to 85% students in both groups. Nearly 80% students in both groups felt that the training in Anesthesiology should be allotted more time and more weightage in undergraduate training. 72% students in 6th term and 63% students in 8th term felt more confident of handling emergencies after their Anesthesiology rotation. Conclusion: The new curriculum was extremely well received by the students of both groups. The model used for 6th term students comprising of teaching theory and practical in the same term and having early morning clinics, was found to be superior as compared to the model used to teach 8th term students where there was a gap of one year between theory and practical teaching and the clinics were held midmorning. [ABSTRACT FROM AUTHOR]

Summary: Background: In India, and other low‐ and middle‐income countries (LMICs), the majority of emergency care is provided by frontline providers without specialty training in emergency medicine. In order to fill this need, we developed the Indian Postgraduate Diploma in Emergency Medicine (PGDEM), a 1‐year skills‐focused course for practicing doctors. This article describes the curriculum development and implementation as well as the follow‐up survey conducted to gauge the impact of the course. Methods: Programme graduates were surveyed via e‐mail. All participation was voluntary and survey data remained anonymous. Results: A total of 98.1% of graduates reported that the skills and knowledge they gained during the programme were important to their current job; 94.7% reported using their training from the course on a regular basis. Graduates reported an improvement in confidence performing all procedures taught during the course. Respondents work in a variety of medical specialties, including emergency medicine (50.0%), cardiology (5.8%), internal medicine (11.5%) and family medicine (23.1%). Discussion: PGDEM graduates overwhelmingly view the knowledge and skills they learned as essential training that they use on a regular basis and practice in a variety of medical specialties after completing the course. The PGDEM represents a unique model to provide training in emergency medicine and acute care to the frontline doctors who are frequently responsible for providing emergency care in LMICs. The PGDEM training model can be scaled up rapidly, with the potential to increase capacity in developing emergency care systems. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Competency Based Medical Education (CBME) and Curriculum Implementation Support Program (CISP) are gaining a lot of momentum in India. Lecture still remains as a very important large group teaching method. Attendance of the students was seen to be reduced in weekend lectures. The primary objective of this research work was to estimate the understanding of learning objectives of the previous weekend lecture; and to get the students’ feedback on ‘status of attendance’, ‘relevance of weekend lectures’, ‘acceptance as adult learners’ and ‘marking proxy attendance in lectures’. The secondary objective was to find the association of the answers with that of ‘status of attendance’. The tertiary objective was to check if any association existed between students’ responses of ‘relevance of weekend lectures’, ‘marking of proxy attendance in lectures’ and ‘acceptance as adult learners’. A feedback questionnaire tool post validation was conducted unannounced following the weekend lecture and students voluntarily participated in the same – sample size was 82. The students who had attended the lecture had given the maximum number of correct responses. The largest group of responses were ‘not answered’ and they belong to those who had not attended the lecture. All these interpretations of associations were found to be highly significant statistically - p < 0.001. There was an association between responses of ‘acceptance as adult learners’ with that of ‘marking proxy attendance in lectures (as bad attitude)’ - p < 0.049. [ABSTRACT FROM AUTHOR]

The worldwide call for a shift towards competency based postgraduate medical education has until recently gone largely unheeded in India, despite the Medical Council of India enshrining the principle in its regulations for postgraduate institutions. This paper details the first concrete attempt at establishing a CBME curriculum in Otorhinolaryngology in India. The design and implementation of the CBME curriculum was carried out in four phases, in a time-bound manner over a period of 6 months. Phase I consisted of an extensive literature review and a clarification of the major objectives of the program. Phase II involved the listing out of 20–30 entrustable professional activities (EPAs) for each specialty and the 13 core EPAs common to all incoming residents and the subsequent mapping of these EPAs to their respective domains of competence and year-wise levels of competence. This was followed by the development of milestones for each EPA and appropriate clinical vignettes. Phase III focused on development of 360° assessment strategies, including the in-house development of an e-portfolio. Phase IV was dedicated to the implementation of the CBME curriculum, and involved various sensitization and orientation programs for faculty and the new residents. This exercise in designing and implementing a CBME program showed the important role that intra-departmental and inter-institutional cross-communication and exchange of ideas vies-a-vie workshops and personal communication play in bridging the lapses in knowledge in this emerging area, reaching consensus to achieve project goals and for finding relevant solutions to common problems. Medical education in India presents its own peculiar set of logistical and cultural challenges. Keeping in line with the recommendations of the Medical Council of India regarding Postgraduate Medical Education, it is essential that medical colleges in India not fall behind the international paradigm shift towards CBME. [ABSTRACT FROM AUTHOR]

Background: Teachers of medical institution accomplish their task of teaching by emulating the senior faculties or by trial and error. Medical institutions around the globe have always embarked on curriculum renewal and educational innovation. Faculty development is a reflective process that includes deliberate introspection, determination of one’s own needs and demands of the work, identification of the gaps, and taking actions. The realisation of the gap, the difference between required knowledge and current knowledge, is frequently the primary motivating factor towards pursuing further faculty development programs. The objective of the study is to identify the perceived training needs to facilitate development programme among medical faculties and to obtain the faculty satisfaction with current online FDP across India. Description: A mixed method study was deployed. An online questionnaire was designed under five categories and validated. The online questionnaire was subcategorised using nominal group technique. The questionnaire was circulated to all the faculties through emails and social discussion groups. Outcome: The results showed that the faculties are looking forward to attend FDP on curriculum and leadership/administration. The topics that the faculties unaware are on curriculum designing and implementation. The younger faculty are willing to attend FDPs on teaching, learning and assessment. 54.4% of the faculty preferred online FDP and 45.6% preferred offline FDPs. Conclusion: Faculty has opted to their willingness depending on their experience in their teaching field. They have showed more willingness to attend online FDP more than offline FDP’s. [ABSTRACT FROM AUTHOR]

Competency-based medical education inscribed in the Graduate Medical Education Regulations from Medical Council of India is cogently grounded by the Curriculum Implementation Support Programme throughout the country under the aegis of Medical Education Units and Curriculum Committees of the medical institutes. Global researchers on academic curriculum visualize paradigm of system based teaching–learning in evidence based medicine. This intermingled with participatory contribution from the learners in a non-threatening environment can inculcate philosophy of life-long learning mindset. Creative teaching-learning environments free the mind to freely learn to meet the challenges of the health needs of the country. [ABSTRACT FROM AUTHOR]