The Effect of Competency Based Medical Education on Medical Students

Introduction: The transition from traditional curricula to Competency-Based Medical Education (CBME) represents a major shift in India’s medical training system. CBME emphasizes outcome-based learning, professional development, early clinical exposure, and ethical competence, aiming to produce more skilled and confident graduates.

Methods: A cross-sectional comparative study was conducted at Zydus Medical College and Hospital, Dahod, involving 316 undergraduate medical students from the pre-CBME batch (2018) and post-CBME batches (2019–2023). A structured questionnaire based on the DREEM (Dundee Ready Educational Environment Measure) framework was used to assess five domains: perception of learning, perception of teaching, academic self-perception, perception of atmosphere, and social self-perception. Due to non-normal data distribution, Kruskal-Wallis and Mann-Whitney U tests were used for statistical analysis.

Results: Significant differences were observed between the pre- and post-CBME groups, with the most notable variation between Batch 2018 and Batch 2023 (p < 0.000). Post-CBME students reported improved mentor-mentee support systems, early clinical exposure, and increased confidence in clinical skills. Around 70% of students noted enhanced competence, communication, and ethical awareness, and 65% credited these improvements to the AETCOM modules. While no significant difference was found in the perception of teaching, feedback mechanisms were appreciated across both groups. Self-directed learning was also reported more commonly in the post-CBME group.

Conclusion: CBME significantly enhances students’ learning experience, clinical preparedness, and ethical development. However, its sustained effectiveness depends on faculty training, institutional planning, and continuous curriculum evaluation. The findings support CBME as a progressive step in shaping competent, confident, and ethically responsible medical professionals.