Subhendu Pandit1, Merlin R Thomas2, A Banerjee2, Mohan Angadi2, Sushil Kumar3, Aseem Tandon4, Tripti Shrivastava4, Debasis Bandopadhyay5, V D S Jamwal5, D R Basannar6. 1. Classified Specialist & Professor (Anatomy), Army Hospital (R&R), Delhi Cantt 110010, India. 2. Resident, Department of Anatomy, Armed Forces Medical College, Pune 411040, India. 3. Professor and Head, Department of Anatomy, Armed Forces Medical College, Pune 411040, India. 4. Associate Professor, Department of Anatomy, Armed Forces Medical College, Pune 411040, India. 5. Assistant Professor, Department of Anatomy, Armed Forces Medical College, Pune 411040, India. 6. Scientist 'F', Department of Community Medicine, Armed Forces Medical College, Pune 411040, India.
Abstract
BACKGROUND: Competency based medical education (CBME) is outcome based teaching methodology where a student learns a set of measurable competencies for early clinical exposure. Inspite of ample resources on CBME, there are limited studies on its implementation. This study will try to demonstrate improvement in the performance of students using CBME as a teaching tool over the traditional structured method (TS). METHODS: Forty student volunteers were chosen and divided into two groups. The crossover design exposed the group of students to CBME and TS spread over two periods with a wash out period in between. The intervention group was exposed to selected list of competencies in living Anatomy with feedbacks and formative assessments. The summative assessments were held at the end of each period. RESULTS: The mean scores of CBME and TS in group 1 is 130.625 and 113.65 while in group 2 is 139.425 and 112.075 respectively. The treatment and period effect is significant. Estimate of treatment effect is 22.1625. The average improvement in treatment scores is by 11%. Two tailed paired sample T test reveals significant improvement in the scores post intervention. CONCLUSION: CBME method produces better performance of the students in the competencies of living anatomy.
BACKGROUND: Competency based medical education (CBME) is outcome based teaching methodology where a student learns a set of measurable competencies for early clinical exposure. Inspite of ample resources on CBME, there are limited studies on its implementation. This study will try to demonstrate improvement in the performance of students using CBME as a teaching tool over the traditional structured method (TS). METHODS: Forty student volunteers were chosen and divided into two groups. The crossover design exposed the group of students to CBME and TS spread over two periods with a wash out period in between. The intervention group was exposed to selected list of competencies in living Anatomy with feedbacks and formative assessments. The summative assessments were held at the end of each period. RESULTS: The mean scores of CBME and TS in group 1 is 130.625 and 113.65 while in group 2 is 139.425 and 112.075 respectively. The treatment and period effect is significant. Estimate of treatment effect is 22.1625. The average improvement in treatment scores is by 11%. Two tailed paired sample T test reveals significant improvement in the scores post intervention. CONCLUSION: CBME method produces better performance of the students in the competencies of living anatomy.
Entities:
Keywords:
Competency based medical education; Feedback; Living anatomy; Skill
Authors: Jason R Frank; Linda S Snell; Olle Ten Cate; Eric S Holmboe; Carol Carraccio; Susan R Swing; Peter Harris; Nicholas J Glasgow; Craig Campbell; Deepak Dath; Ronald M Harden; William Iobst; Donlin M Long; Rani Mungroo; Denyse L Richardson; Jonathan Sherbino; Ivan Silver; Sarah Taber; Martin Talbot; Kenneth A Harris Journal: Med Teach Date: 2010 Impact factor: 3.650