Leadership and lifelong learning competencies in Indian medical students under the competency-based medical education (CBME) curriculum

Background The competency-based medical education (CBME) curriculum for Indian medical graduates, introduced by the National Medical Commission in 2019, emphasizes leadership and lifelong learning as key competencies for medical students. We examined the evolution of these competencies among medical students under the CBME curriculum in an urban medical school in India. Methods Our prospective study involved 261 MBBS students. Participants were selected using a non-probability sampling method. Data were collected using a multiple-choice, closed-ended questionnaire validated by subject experts at two time points, 2 months apart. Results Our study revealed significant changes in students’ perceptions of lifelong learning and leadership over 2 months. Lifelong learning scores showed a marked decline with mean (standard deviation) pre-scores of 18.21 (2.63) to 15.21 (3.12) (p < 0.0001). Leadership scores also showed a slight but statistically significant reduction from 7.49 (1.42) to 7.22 (1.39), (p = 0.039). Additionally, familiarity with the CBME curriculum increased from 44% to 56.1% over 2 months. Conclusion The CBME curriculum has a mixed impact on the development of leadership and lifelong learning competencies among medical students. While familiarity with the curriculum increased, there was a decline in self-perceived lifelong learning and leadership qualities. These findings highlight the need for targeted interventions to strengthen these competencies.