Challenges in Implementing Competency-Based Medical Education Among Faculty in Indian Private and Government Medical Colleges: A Multicentric Cross-Sectional Study

Background: Competency-Based Medical Education (CBME) aims to shift medical training towards developing specific competencies, focusing on outcome-based learning rather than traditional time-based methods. Milestones and entrustable professional activities (EPAs) are integral to CBME, facilitating standardized training and assessment. In India, the National Medical Council (NMC) has introduced CBME guidelines, incorporating early clinical exposure, integrated learning, and improved assessment strategies. However, effective implementation requires faculty who are trained to adopt and deliver CBME efficiently. Faculty Development Programs (FDPs) are crucial to this, yet many educators face challenges in adapting to the new curriculum framework. Objectives: 1. To assess faculty awareness of FDPs that support CBME implementation. 2. To evaluate faculty attitudes and identify perceived barriers in adopting CBME in medical colleges. Materials and Methods: A multicentric cross-sectional study was conducted from ACS Medical College, Chennai, during June to August 2022, including faculty from various medical disciplines across India. Data on faculty awareness, attitudes, and perceived challenges were gathered via structured questionnaires and analyzed using descriptive statistics to assess trends and common issues. Results: A majority of faculty reported limited awareness of CBME-aligned FDPs. Perceived barriers included lack of resources, insufficient training, and increased workload demands. Conclusion: Successful CBME implementation requires enhanced faculty training and institutional support to overcome barriers, improve acceptance, and ensure effective integration into medical education.