Implementation status of the nationally harmonized competency-based, integrated, modular medical curriculum in Ethiopia: opportunities and challenges
Abstract Background Well-designed curriculums are crucial for quality education. This study aimed to assess the implementation status of a harmonized competency-based medical curriculum (CBMC) in Ethiopia, as well as identify the associated challenges and benefits. Methods A mixed-method approach wa...
| المؤلفون الرئيسيون: | , |
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| التنسيق: | مقال |
| اللغة: | English |
| منشور في: |
BMC
2024-07-01
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| سلاسل: | BMC Medical Education |
| الموضوعات: | |
| الوصول للمادة أونلاين: | https://doi.org/10.1186/s12909-024-05796-2 |
| _version_ | 1827175865206702080 |
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| author | Abinet Gebremickael Abay Mulu |
| author_facet | Abinet Gebremickael Abay Mulu |
| author_sort | Abinet Gebremickael |
| collection | DOAJ |
| description | Abstract Background Well-designed curriculums are crucial for quality education. This study aimed to assess the implementation status of a harmonized competency-based medical curriculum (CBMC) in Ethiopia, as well as identify the associated challenges and benefits. Methods A mixed-method approach was used. Data collection took place from September 1, 2023, to October 15, 2023. Eleven medical schools were randomly selected from a list of 28 public medical schools in Ethiopia. Participants were purposively chosen from selected medical schools using a controlled sampling method. A total of 121 participants took part in the survey. Interviews and focus group discussions were conducted with key informants to complement the quantitative findings. Descriptive statistics, such as frequencies and percentages, were used to summarize the quantitative survey responses. Thematic content analysis was used to analyze the qualitative data. Results The implementation of a CBMC in Ethiopian public universities faces various challenges and provides opportunities. Around 22% of respondents mentioned that the whole group session (WGS) had never been implemented in their school. Regarding community-based learning (CBL), 64.6% of respondents noted that it was intermittently implemented in their institution. Only 32% of respondents considered students’ clinical exposure during preclerkship years to be reasonable. Interestingly, approximately 73% of respondents stated that problem-based learning (PBL) activities were regularly conducted in their school. Around 68% of respondents believed that competency-based assessment methods were moderately utilized. While many participants perceive the curriculum as having positive content alignment and structure with intended learning outcomes, challenges related to practical sessions, resource limitations, and uneven access to training opportunities persist. Resource constraints are a prominent challenge. The opportunities identified include early clinical exposure and enhanced communication skills. Conclusions This survey highlights the need for ongoing curriculum evaluation and fine-tuning to ensure its success. |
| first_indexed | 2025-03-21T04:18:14Z |
| format | Article |
| id | doaj.art-cac4bd1c0b4c4dba9d6a1d24a959acbe |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2025-03-21T04:18:14Z |
| publishDate | 2024-07-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-cac4bd1c0b4c4dba9d6a1d24a959acbe2024-07-28T11:24:17ZengBMCBMC Medical Education1472-69202024-07-0124111010.1186/s12909-024-05796-2Implementation status of the nationally harmonized competency-based, integrated, modular medical curriculum in Ethiopia: opportunities and challengesAbinet Gebremickael0Abay Mulu1Department of Anatomy, College of Medicine and Health Sciences, Arba Minch UniversityDepartment of Anatomy, School of Medicine, College of Health Sciences, Addis Ababa UniversityAbstract Background Well-designed curriculums are crucial for quality education. This study aimed to assess the implementation status of a harmonized competency-based medical curriculum (CBMC) in Ethiopia, as well as identify the associated challenges and benefits. Methods A mixed-method approach was used. Data collection took place from September 1, 2023, to October 15, 2023. Eleven medical schools were randomly selected from a list of 28 public medical schools in Ethiopia. Participants were purposively chosen from selected medical schools using a controlled sampling method. A total of 121 participants took part in the survey. Interviews and focus group discussions were conducted with key informants to complement the quantitative findings. Descriptive statistics, such as frequencies and percentages, were used to summarize the quantitative survey responses. Thematic content analysis was used to analyze the qualitative data. Results The implementation of a CBMC in Ethiopian public universities faces various challenges and provides opportunities. Around 22% of respondents mentioned that the whole group session (WGS) had never been implemented in their school. Regarding community-based learning (CBL), 64.6% of respondents noted that it was intermittently implemented in their institution. Only 32% of respondents considered students’ clinical exposure during preclerkship years to be reasonable. Interestingly, approximately 73% of respondents stated that problem-based learning (PBL) activities were regularly conducted in their school. Around 68% of respondents believed that competency-based assessment methods were moderately utilized. While many participants perceive the curriculum as having positive content alignment and structure with intended learning outcomes, challenges related to practical sessions, resource limitations, and uneven access to training opportunities persist. Resource constraints are a prominent challenge. The opportunities identified include early clinical exposure and enhanced communication skills. Conclusions This survey highlights the need for ongoing curriculum evaluation and fine-tuning to ensure its success.https://doi.org/10.1186/s12909-024-05796-2Competency-based medical curriculumChallengesEthiopiaImplementationOpportunities |
| spellingShingle | Abinet Gebremickael Abay Mulu Implementation status of the nationally harmonized competency-based, integrated, modular medical curriculum in Ethiopia: opportunities and challenges BMC Medical Education Competency-based medical curriculum Challenges Ethiopia Implementation Opportunities |
| title | Implementation status of the nationally harmonized competency-based, integrated, modular medical curriculum in Ethiopia: opportunities and challenges |
| title_full | Implementation status of the nationally harmonized competency-based, integrated, modular medical curriculum in Ethiopia: opportunities and challenges |
| title_fullStr | Implementation status of the nationally harmonized competency-based, integrated, modular medical curriculum in Ethiopia: opportunities and challenges |
| title_full_unstemmed | Implementation status of the nationally harmonized competency-based, integrated, modular medical curriculum in Ethiopia: opportunities and challenges |
| title_short | Implementation status of the nationally harmonized competency-based, integrated, modular medical curriculum in Ethiopia: opportunities and challenges |
| title_sort | implementation status of the nationally harmonized competency based integrated modular medical curriculum in ethiopia opportunities and challenges |
| topic | Competency-based medical curriculum Challenges Ethiopia Implementation Opportunities |
| url | https://doi.org/10.1186/s12909-024-05796-2 |
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