Converging and Diverging Factors for CBME curriculum for Indian Medical Graduates: Insights from a Qualitative Meta-Synthesis

In 2019, the National Medical Commission (NMC) introduced Competency-Based Medical Education (CBME) to ensure medical graduates develop essential skills through an outcome-driven approach rather than a time-based model. CBME emphasizes mastery in clinical practice, communication, professionalism, and teamwork, fostering a hands-on learning experience. Following its adoption in India’s undergraduate medical education, stakeholders expressed mixed views. While many welcomed its structured framework, others raised concerns about integration, assessment, and institutional readiness. Published discussions underscore the need for ongoing evaluation and adaptation. Given CBME’s complexity—shaped by institutional differences, faculty transitions, and stakeholder expectations—understanding these dynamics is key to its success. Qualitative Meta-Synthesis consolidates insights from multiple qualitative studies, offering a broad perspective on complex issues. It identifies patterns, contradictions, and contextual nuances across research. Applied to CBME evaluation, it highlights facilitators and barriers in curriculum adoption, providing actionable insights into faculty engagement, assessment strategies, and institutional preparedness. By synthesizing findings across studies, it informs practical improvements for implementation.