Author/Authors :
Sandeepa , Supriya Department of Pathology - Dr Chandramma Dayananda Sagar Institute of Medical Education and Research, Ramanagara, Karnataka, India , Mahadev Kanna, Sandhyarani Department of Pathology - Dr Chandramma Dayananda Sagar Institute of Medical Education and Research, Ramanagara, Karnataka, India , K Nagabhushan, Bhargavi Department of Pathology - Dr Chandramma Dayananda Sagar Institute of Medical Education and Research, Ramanagara, Karnataka, India , Shetty, Archana Department of Pathology - Dr Chandramma Dayananda Sagar Institute of Medical Education and Research, Ramanagara, Karnataka, India , Minal, Jessica Department of Pathology - Dr Chandramma Dayananda Sagar Institute of Medical Education and Research, Ramanagara, Karnataka, India , PV , Nikhil Department of Pathology - Dr Chandramma Dayananda Sagar Institute of Medical Education and Research, Ramanagara, Karnataka, India , Muralidhar , Aparna Department of Pathology - Dr Chandramma Dayananda Sagar Institute of Medical Education and Research, Ramanagara, Karnataka, India , Gaffoor, Nidha Department of Pathology - Dr Chandramma Dayananda Sagar Institute of Medical Education and Research, Ramanagara, Karnataka, India , Edupuganti, Himasree Department of Pathology - Dr Chandramma Dayananda Sagar Institute of Medical Education and Research, Ramanagara, Karnataka, India , Krishna, Supriya Department of Pathology - Dr Chandramma Dayananda Sagar Institute of Medical Education and Research, Ramanagara, Karnataka, India
Abstract :
Background: A competency-based curriculum is the key highlight of medical transformation in India, which provides an outcome-
based framework requiring the integration of knowledge, skills, and values, unlike an old curriculum that did not provide a cohesive
and comprehensive outlook.
Objectives: We aimed to discuss and evaluate in detail the process and setup of a new competency-based medical curriculum in the
Department of Pathology and enlist the assets and challenges while doing the same.
Methods: The new curriculum was set up as per the guidelines provided by the National Medical Council, along with assistance
from state university guidelines, articles from the internet and discussions with other universities all over the country.
Conclusions: As compared to the previous curriculum, the new curriculum introduces many positive changes and requires a rev-
olutionary change in the outlook of institutions, faculty, and students. Prior preparedness, flexibility to adopt new changes, con-
sistency and long-term commitment through the transition process from facilitators will go a long way in producing an excellent
Indian medical graduate.
